The article considers the principles of intercultural communication competence of future professionals in public relations. PR education tasks are touched upon in the paper. Methodological aspects of the problem are shown. The author presents some aspects of the developed educational technology of forming intercultural communication competence of future professionals in public relations. Pedagogical conditions of the technology realization are shown.
Games and culture simulations are an important part of the methods used during intercultural training. This refers both to culture-general and culture-specific training. Games and simulations enable participants to develop intercultural competence skills, above all those concerning the affective dimension. One issue discussed very often in specialist literature concerns the difficulties of conceptualization of games and culture simulations. The article refers to some aspects of game creation for the purpose of intercultural training.
Drama in education is an approach that uses theatrical means for didactic aims yet focuses on the very process of learning, not on the result of classroom activities (e.g. preparing a theatrical performance). This method allows for combining the development of particular language skills with general educational aims, such as teaching tolerance, empathy and candour. Drama, usually associated with the kindergarten or primary school education, with teaching native language and literature, or with teaching history, can be successfully applied in the foreign language classroom, too. This article outlines the advantages of introducing drama in foreign language teaching: improving the communicative and intercultural competence, supporting the work on literary texts, or teaching culture.
To find oneself in the modern global world it is not enough to learn the vocabulary and grammar of a foreign language. There is a strong need in various social groups (businesspeople, translators, philologists, as well as common citizens) to develop intercultural competence. The presented game is one solution to the problem. It is prepared for different social and working groups in order to develop intercultural contacts and for longer or shorter visits abroad. The game aims to show the concrete situations that can appear in real life.
The article describes the basic forms and methods of forming cross-cultural competence of future professionals in public relations. The author presents a description of educational activities carried out during the experimental work. Organizational and methodical aspects of forming cross-cultural competence of future professionals in public relations are viewed in teaching students two special disciplines, conducting training programs and didactic games. The four-semester long special course “English in professional activities” is planned to enable students to communicate professionally. One-semester long special course “Intercultural communication” is organized to assist future specialist in culture knowledge. Training programs are offered to form the system of values and measure the actual level of cross-cultural competence. Role play envisages practicing professional communication.
Intercultural training as a form of developing intercultural competence enjoys great interest both in school systems and in international business activities. Games and simulations are one of the methods used during training. To a certain extent, they can intensify the development of crucial elements of intercultural competence. This concerns mainly the emotional dimension, among other things sensitivity towards different values of other cultures, as well as the ability to change perspectives.
Shaping learners’ intercultural competence has been slowly paving its way to a due rank in education. Developing intercultural competence results from familiarization with culture, which may take place in a direct or indirect way. What is essential here is the role of the teacher, who functions as a mediator between cultures. The presented study aims at indicating the growing significance of intercultural aspects of education in Europe - a united multiculturalness bothered by the crisis, as well as presenting (in reference to bilingual teaching) theoretical and practical solutions for intercultural education, providing inspiration for pedagogical practice. Bilingual teaching, as one of the most innovative forms of foreign language teaching, is a manifestation of practical implementation of the intercultural approach to education and it enhances shaping intercultural competence.
Te main purpose of this paper is to show the nature and principles of lifelong intercultural education as an optimal educational solution for a multicultural environment. Te author of this article presents and argues the role of lifelong intercultural education in developing intercultural competence among the members of contemporary multicultural and culturally diferentiating societies, including Polish society. Te author describes the main task of lifelong intercul-tural education, which is conducting educational activities that will facilitate the transition from reaction to the otherness (as in multiculturalism) to interaction with the “other” (as in interculturalism).
Intercultural communicative competence is considered in the paper as being developed in foreign language classroom and through the use of the authentic texts. The notions of intercultural and communicative competence are viewed in the article. The concepts of achievement culture, behavior culture, cultural awareness are touched upon. The role of texts in competence development is analyzed. Forms of work at the text and possible tasks are discussed.
(Polish title: Jak widze siebie? Jak widza mnie inni? Eliminowanie uprzedzen i stereotypow narodowych za pomoca gier stosowanych podczas nauczania jezyka obcego). The article describes various ways of eliminating national stereotypes by means of certain games that can be used during the teaching of foreign languages. In the theoretical part there is an explanation of the terms 'stereotype' and 'prejudice'. It is also depicted how to accept and tolerate foreign countries and their citizens. The presented games can be treated as one of the possible varieties of teaching. They may help one to understand one's personal attitude towards particular cultures. Moreover, using the games during the teaching of foreign languages might also change deep-rooted national stereotypes.
The ongoing development of intercultural competence is of high importance in the present globalised world. This aspect is discussed in the article especially in the context of young people, and more precisely regarding German students who should be encouraged to learn the culture and language of their Eastern neighbours. Workshops are one of the forms used to achieve that goal. The article presents a proposal for workshops with concrete topics and methods which can be used in order to increase the intercultural competence of German students having or coming into contact with Polish culture. Particular attention is paid to intercultural games because they create many possibilities not only to broaden knowledge of a foreign culture but also to be more open toward different cultures.
Assumptions and problems of the Project are presented in this text. The history of multicultural territory, which is located The on the borderland of jointed and transitional Eastern and Western Christianity and national groups: Polish, Belarusian, Lithuanian and Ukrainian, were presented by the author. Then the attention was drawn to the perspectives of diagnoses of multiculturalism in the context of the acquisition of competence for intercultural communication. The need for the analyses of the multiculturalism in several dimensions was emphasized and considered as a process. In this context, the need to diagnose multicultural and intercultural regions population was identified and justified. The result highlights the need to continue this type of the research.
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