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1

Reflections of intercultural communication from the perspective of a foreign teacher

100%
Ponce Durán F.
Journal of Intercultural Management
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2013
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vol. 5
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issue 1
63-70
EN
The challenges of the globalized world, the constant progress of science and technology increasingly lead to a state of interdependence between countries which should lead to intercultural relations generate an attitude of respect for diversity with a more humane vision of life to work in international teams. Universities as organizations embedded in the dynamics of globalization offer academic programs with international or multicultural approach that encourage the development of skills, aptitudes and values according to international defendant. To do this, the recruitment of foreign personnel becomes imperative in meeting planned objectives, so the challenge of foreign teachers is presented to be inserted in different cultural environments transcend and reach their educational work in the formation of their students. The aim of this paper is to offer some reflections on the importance of intercultural communication product born of the increasing mobility of teachers who face the challenge of surviving in a country with different culture.
2
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Educational exchange and new opportunities – The perspectives of polish erasmus students in portugal

80%
Wiśniewski R., Bukalska I.
Seminare. Poszukiwania naukowe
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2013
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vol. 34
113-124
EN
The Erasmus Programme was officially introduced in 1987 despite the discontent of some member states which had their own solutions in the field of educational exchange. Instead, the new programme was supposed to achieve certain far- reaching goals which exceeded the interests of particular countries. Achieving the goals of the program involved some difficulties because the process initiated by the student exchange program last several years and should be consistent with changes taking place at that time in the field of education. Furthermore, the overall objectives should harmonize with the interests of individual institutions and, above all, the plans of individual students. This study analysed the experiences of 21 Polish students who spent their Erasmus scholarship in Portugal. While the authors concentrated on the specifics of this given location, it did not constitute their only point of attention. The authors analyzed the students’ expectations, comparing them later with their evaluation of the benefits that emerged from their stay. The main question was whether the effects noted by the students corresponded with the intentions of the creators of the programme. They proved to be quite consistent, with some exceptions such as the opportunity to participate in classes in languages other than Portuguese.
3
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Międzykulturowy dialog polsko – żydowski w kontekście kształtowania tożsamości kulturowej, społecznej i narodowej

70%
Bałandynowicz A.
Pogranicze. Studia Społeczne
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2015
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vol. 25
101-120
EN
The process of the return unit is defined as a return to the past in order to rebuild the broken bond with her and take stock of life experiences. Each return full biographical dimension, social and historical, and thus fills the internal states on the needs of biographical belonging, a common fate of Polish- Jewish. Back is sometimes understood as coercion resulting from processuality biographical life experiences, the need to balance life, consolidation of facts, calm, ordering biography, to give it meaning and significance. The need for closure biography, ie,, zatoczenia wheels, ‘’ is needed in individuals who have experienced pain, suffering ,,cracks,, ‘’ discontinuity biographical experience. Meeting and dialogue in the proceeding rapidly towards supporting the development of social self-esteem and self-awareness unit and the identification of a common intercultural communication capabilities
4

Floating on the Dead Sea: Constructing Knowledge in a Cross-Cultural Project

51%
Zimmerman L. W., Peled Y.
Roczniki Pedagogiczne
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2012
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vol. 4(40)
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issue 3
121-142
EN
In this article constructivist theory is used to examine a cross-cultural project that 5th grade students in the US and in Israel participated in during one academic year, focusing on the participants from school in the U.S. Although the teacher attempted to create a broad enrichment experience for the students, this project fell short of the goal of being an in-depth learning activity about another society and culture in order to promote tolerance. Using mixed method research methodology this study examines teacher and student experiences and perceptions to determine what the students learned from the experience and how student learning could have been facilitated at a deeper level.
PL
Artykuł analizuje doświadczenie komunikacji międzykulturowej, w którą byli zaangażowani uczniowie piątej klasy szkoły podstawowej w Stanach Zjednoczonych i w Izraelu w ciągu jednego roku szkolnego. Tekst prezentuje perspektywę doświadczeń i spostrzeżeń uczniów amerykańskich. Mimo że amerykański nauczyciel próbował stworzyć szansę szerokiego doświadczenia innej kultury dla uczniów, projekt zakończył się niepowodzeniem w realizacji komunikacji międzykulturowej promującej tolerancję. Artykuł analizuje sposób patrzenia nauczyciela i uczniów na inną kulturę, w celu określenia, czego amerykańscy studenci nauczyli się poprzez to doświadczenie, oraz próby udzielenia odpowiedzi na pytanie o to, jak stworzyć więcej możliwości interakcji, aby ułatwić uczniom naukę głębszego zrozumienia innej kultury.
5
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Compilation, Combination, Translation, Interpretation. Reader’s Obligations to Dictionary of the Khazars by Milorad Pavić

51%
Pánková L.
Dvacáté století - The Twentieth Century
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2016
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vol. 8
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issue 2
116-124
EN
The article focuses on the problems of intercultural communication, translation and textual interpretation highlighted in Milorad Pavić’s celebrated 1984 novel, Dictionary of the Khazars. The novel consists of three lexicons, namely Jewish, Muslim and Christian sources on the fall of the Khazar civilization, which resulted from the nation’s conversion to one of the three faiths. The lexicons’ entries are not only occasionally mutually exclusive but also scattered across the three cultures so that their compilers must bridge geopolitical, cultural, religious and linguistic divides. Yet, the task is vital as the Dictionary’s re-composition has the potential to bring about humankind’s redemption. The novel calls for the reader’s active involvement in the composition process not only during the reading process but also beyond, in extra-textual reality. The life-literature boundary is further blurred by the author’s presumed political engagement in the conflict in former Yugoslavia, whose reflection in the novel has been claimed by certain critics.
CS
Článek se zabývá problémy interkulturní komunikace, překladu a interpretace textu, na které Milorád Pavić klade důraz ve svém slavném románu z roku 1984, Chazarský slovník. Román se skládá ze tří lexikonů obsahujících židovské, muslimské a křesťanské zdroje o pádu chazarské civilizace v důsledku náboženské konverze k jednomu z těchto tří náboženství. Jednotlivé lexikony si nejenom příležitostně odporují, ale jsou také rozptýleny mezi tři výše zmiňované kulturní oblasti, takže jejich kompilátoři musí překonávat geopolitické, kulturní, náboženské a jazykové hranice. Tento úkol je však vysoce důležitý, neboť opětovné sestavení slovníku může přinést lidstvu vykoupení. Román po čtenáři žádá aktivní zapojení do procesu kompozice nejen během četby, ale i v reálné skutečnosti mimo text. Hranici mezi literaturou a skutečností stírá také otázka autorova možného politického zapojení během konfliktu v bývalé Jugoslávii, jehož odraz někteří kritici v románu spatřují.
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