Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Refine search results

Journals help

  1. 2 Neofilolog

Years help

  1. 1 2019

  2. 1 2012

Authors help

  1. 1 Sobkowiak P.

  2. 1 Wysocka M. S.

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  dialog interkulturowy
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Dialog interkulturowy na lekcji języka angielskiego w kontekście polskim

100%
Sobkowiak P.
Neofilolog
|
2012
|
issue 38/1
107-128
EN
This article attempts to persuade the reader that in order to prepare our learners for using foreign languages (FL) efficiently in the global, multicultural world, FL pedagogy needs to reconsider its long-established goals of teaching and adopt a more openended, intercultural (IC), processoriented approach. Thus, the objective of language training, apart from the traditional work on the four skills, should be raising awareness of difference and diversity between representatives of various cultures and engaging learners in the process of decentering, acquiring desirable attitudes to otherness, fostering empathy, developing their ability to mediate, promoting tolerance, and benefiting rather than suffering from IC experi­ence. The dialogic approach, which will be discussed in the paper, seems to be tailormade to achieve this. In the empirical part of the article, the author reports the results of qualitative research which involved observations of English lessons in several high schools in Poznań, Poland. The study aimed at answering the questions whether and to what degree a homogeneous FL classroom in Poland is conducive to developing IC sensitivity and competence. The results demonstrate that IC dialogue plays a marginal role and teachers do not engage learners in discussion, analysis or reflection about the interrelationships between language, identity, culture and communication. If culture appears in the classroom, it is taught in a very traditional way, namely it is limited mostly to transferring declarative knowledge about various aspects of foreign culture/s.
2
Publication available in full text mode
Content available

Review of Grażyna Kiliańska-Przybyło (2017). The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study

100%
Wysocka M. S.
Neofilolog
|
2019
|
issue 53/2
347-349
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.