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‘Sorry, we’re homogeneous.’ The baffling appeal of homogeneity-concepts among immigrant-supporters Examples from Japan and Germany

100%
Kempka F.
Acta Asiatica Varsoviensia
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2013
|
issue 26
147-159
EN
When an interviewee proclaims that she/he supported cultural and ethnic plurality, but then proceeds to argue that immigrants did not really fit into her/his homogeneous society, the effect is baffling. This article analyses these apparently paradoxical accounts in order to explore why concepts of homogeneity were being referred to. Thus case-studies of individuals engaged in civil society immigrant-support organizations are presented based on problem-centred interviews conducted in Beppu (Japan) and Halle/ Saale (Germany). Employing methods of qualitative data content analysis this article argues that concepts of homogeneity may appeal to plurality-supporters in order to protect ambitious self-images.
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Role pragmatické kompetence ve výuce čestiny jako cizího jazyka a utváření sociální identity

63%
Hrdá M., Šíp R.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 4
436-456
EN
The authors of this text present the philosophical basis in which the relationship of communication and integration is seen in a new context. It deals with the tight involvement of language acquisition in the formation of social identity. Both are examined in the process of the development of pragmatic competence as the fundamental component of communicative competence. The alternative stance offered by the authors underlines and explains the major tendencies of foreign language teaching – to distance themselves from narrowly linguistic approach and to aim at communications thoroughly. At the end of the text, the authors introduce a hint of a possible research design that grasps the relationship between pragmatic competence and social identity.
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