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1

Culture in Esp Syllabus: Why and How

100%
Kavalir M.
Romanian Journal of English Studies
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2013
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vol. 10
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issue 1
113-122
EN
While language and culture are generally recognised to be intimately linked, English for Specific Purposes has typically been seen as “acultural”. This paper argues that cultural information is a necessary component of any ESP course and that a contrastive-comparative approach can help the learner in appropriating other cultures.
2

“Je suis Muslim”: The Image of Muslims in a Bulgarian and a British Newspaper

100%
Cheshmedzhieva-Stoycheva D.
Lodz Papers in Pragmatics
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2016
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vol. 11
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issue 1
105-126
EN
The paper analyses the way two broadsheets, i.e. the Bulgarian Dnevnik and the British The Independent present Muslim identity within the span of two months and over the influence of international events such as the attack on Charlie Hebdo’s offices. The focus is on the development of the positive image of Muslims through the refutal of the existing negative stereotypes. The study is done on a comparative basis using both quantitative and qualitative methods of analysis.
3
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Lubricating culture awareness and critical thinking through humour

100%
Takovski A.
The European Journal of Humour Research
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2021
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vol. 9
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issue 4
1-19
EN
There is an ample evidence supporting the benefits of instructional humour, among which increased attention and interest, information retention and learning speed, more productive learning environment, a more positive image of the instructor, more efficient acquisition of linguistic and cultural competencies, an increased conversational involvement, enhanced cultural awareness and more stimulated critical thinking. However, most of the research findings rely on what is termed appropriate humor such as puns, jokes, anecdotes and alike, while potentially offensive humour that relates to sexual, ethnic, religious, political identity is generally labeled inappropriate and advised to be avoided in the classroom environment. It is in this particular context that this study seeks to test the potential of such humour, sexual and ethnic in particular, to act as a tool of increasing cultural awareness and stimulate critical thinking among university students. To do so, the study relies on an experimental class design combining few in-class and extracurricular activities created by using sexual and ethnic humour samples.
4
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Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers

100%
Szymańska-Tworek A. A.
Theory and Practice of Second Language Acquisition
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2016
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vol. 2
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issue 2
EN
The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.  
5

Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society

88%
Vogel J.
Journal of Language and Cultural Education
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2015
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vol. 3
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issue 2
22-31
EN
In the didactics of the Slovenian language as the first language the term language awareness is related primarily to the identity function of standard language as the most important element of the national and cultural awareness, while the conception of language awareness, based on the functional linguistics, has been put forward only in the last decade. Therefore, the main issue is how to understand language and linguistic cultural awareness in a society which is traditionally considered “culturally monolithic”, and how they should be dealt with in the first language teaching. In attempt to find the answer, first main features of both the language and linguistic cultural awareness are presented: their levels, components and emphasized language functions. It is evident that a person’s linguistic activity and his/her linguistic identification are inseparable. Because of this, the development of language and cultural awareness in the context of two models of first language teaching is discussed later on. In the model aimed at the development of functional communicative competence they are developed optionally and unrelated to each other. Only the model which aims at critical communicative competence allows developing them closely related to each other and to critical thinking.
6
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European cultural heritage and skills development course for adult learners’ self-development

88%
Luka I.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 2
505-526
EN
Aim. This article aims to evaluate the target course created and the development of adult learners’ 21st century skills during the course implementation in six EU countries. Concept. European Cultural Heritage and Skills Development Course is a culture-based blended-learning course created within the framework of the Erasmus+ project “Cultural Knowledge and Language Competences as a Means to Develop 21stCentury Skills” conducted in six EU countries: Croatia, Latvia, Slovenia, Romania, Poland and Czech Republic (Project No.2018-1-HR-01-KA204-047430; 2018-2021). The course content is presented in a form of a story, applying innovative methodologies and tools increasing adult learners’ cultural knowledge and ensuring the skills development. This article focusses on blended-learning in particular, and the course evaluation given by learners and teachers after the course implementation in the six partner countries as well as the development of adult learners’ 21st century skills. Results and conclusion.The results indicate a positive evaluation of the learning platform, the learning methodologies and tasks as well as a positive trend considering the development of learners’ 21st century skills, including the English language competences. Although the results varied from country to country, no extremely significant differences between the evaluation done by learners and the teachers were found, thus the course may be applicable to adult teaching/learning. Practical application.The created blended-learning course may be a viable option for developing adult learners’ 21st century skills and increasing their cultural awareness of the less known EU intangible cultural heritage.   Originality.The contribution describes the difference between flipped, hybrid and blended-learning and introduces a novel approach of creating a blended-learning course for adult learners.
7

Kształtowanie ekspresji kulturalnej uczniów szkół podstawowych

63%
Roguska A.
Pedagogika Społeczna
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2015 (R. XIV)
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issue 4(58)
147-160
PL
Tekst opisuje realizację niewielkiego fragmentu Projektu pt. „Kompetencje kluczowe drogą twórczego rozwoju” realizowanego w latach 2008–2012 przez Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach w partnerstwie z Fundacją Rozwoju Lubelszczyzny na zlecenie Ministerstwa Edukacji Narodowej i współfinansowany ze środków Unii Europejskiej (POKL). W projekcie wzięli udział uczniowie klas 5. i 6. (w sumie 5400 uczniów), nauczyciele i dyrektorzy szkół podstawowych z obszarów wiejskich 4 woj.: lubelskiego, mazowieckiego, podlaskiego i warmińsko-mazurskiego. Projekt zakładał podniesienie kompetencji kluczowych poprzez uczestnictwo w wielu zajęciach pozalekcyjnych, festiwalach, olimpiadach, wycieczkach w zakresie: umiejętności matematyczno-przyrodniczo/technicznych oraz porozumiewania się w języku obcym (szczególnie w obszarze technicznym i matematycznym) oraz świadomości i ekspresji kulturalnej. W artykule skupiono się na przybliżeniu funkcjonowania ostatniego z wymienionych elementów, czyli świadomości i ekspresji kulturalnej. Zajęcia pozalekcyjne w Projekcie „Kompetencje kluczowe drogą twórczego rozwoju” realizowane były w wymiarze 2 godzin zajęć z zakresu świadomości i ekspresji kulturalnej prowadzonych przez nauczyciela kierunkowego (np. plastyka, muzyka, polonistę i in.). Zajęcia pozalekcyjne prowadzone były głównie na podstawie metody projektów. Autorki brały udział w realizacji całego projektu, będąc m.in. trenerami artystycznych działań warsztatowych dla nauczycieli z wykorzystaniem metody projektów. Tekst podejmuje zagadnienie pracy metodą projektów w kształtowaniu kompetencji kluczowych w zakresie rozwijania świadomości i ekspresji kulturalnej w edukacji szkolnej. Metoda projektów choć już obecna w szkolnictwie, wciąż jest niedocenianą formą edukacji otwartej, opartej na kreatywności podmiotów edukacji, czyli uczniów i nauczycieli. Zarówno MEN, jak i Unia Europejska podkreślają znaczenie metody projektów w edukacji młodych ludzi. W tekście znajdziemy wskazówki pracy metodą projektów oraz przykład kontraktu i raportu.
EN
The text is an approximation of a small portion of the Project “Key Competences through creative development” implemented in 2008–2012 by the Siedlce University of Natural Sciences and Humanities (Poland) in partnership with the Foundation for the Development of Lublin at the request of the Ministry of Education and co-funded by the European Union /POKL/. The project included activities students in grades 5 and 6 (a total of 5400 students), teachers and principals of primary schools in rural areas 4 province: Lublin, Mazowsze, Podlasie and Warmia-Mazury. The project involved raising the key competencies through participation in interesting extra-curricular activities, festivals, contests, trips in the area: mathematical-naturallytechnical and communication skills in a foreign language (especially in the area of technical and mathematical ) and cultural awareness and expression. The article focuses on the approximately functioning of the latter elements, namely awareness and cultural expression. Extracurricular activities in the Project “Key Competences through creative development” were implemented in dimension two hours of classes in the field of cultural awareness and expression carried out by the teacher code (eg. art, music, polish teacher, et al.). Extracurricular activities were carried out mainly based on the method of projects. The authors took an active part in the implementation of the project, such as being trainers artistic activities and workshops for teachers using the method of projects. The text takes issue of the use the method projects in the development of key competencies to develop cultural awareness and expression in education. Method of projects although no longer used in education, it is still an open underappreciated form of education based on creativity education stakeholders, that is students and teachers. Both the Ministry of National Education and the European Union stress the importance the method of projects in the education of young people. In the text we find hints of work by project and an example of a contract and report.
8
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Undertaking Empirically-Engaged African Philosophy: The Development and Validation of the African Time Inventory

63%
Terblanché-Greeff A. C., Nel P.
Eidos. A Journal for Philosophy of Culture
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2023
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vol. 7
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issue 1
47-64
EN
Cross-cultural conflict is often rooted in variation between values from different cultures, for example, differences in time orientation. Usually, individuals are monochronic or polychronic regarding time orientation. In South Africa, the term African time represents a nuanced polychronic time orientation. As this term is often used pejoratively, it is cardinal to break down stigmatization and create cultural awareness regarding this unique time orientation. In this paper, we argue that people must be cognizant of particular time orientations to facilitate intercultural dialogue better and lessen conflict. With this in mind, we employed empirically-engaged African philosophy and developed the African Time Inventory (ATI). We theoretically introduce African time as a unique time orientation during the scale development process. The psychometric properties of the ATI are presented and proved to be reliable and valid in South Africa. In praxis, utilizing the ATI can facilitate decolonization resulting from some needed cultural awareness for dialogue and conflict mitigation.
9

Konzeptionelle und funktionale Ebene der interkulturellen Kompetenz

63%
Fus A., Kopacz Ł., Wawrzyniak Z.
Germanica Wratislaviensia
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2013
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vol. 138
69 - 81
EN
This paper aims to present clearly and differentiate between intercultural learning, intercultural teaching and intercultural competence – terms, which are of great importance for Foreign Language Teaching. Additionally, the components of intercultural competence will be analysed on a comparative basis which is to enable a complementing viewing and determining of its results for Foreign Language Teaching.
10
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Intercultural Awareness and Intercultural Competence of Students in the Czech Education System

63%
Cviklová L.
Studia Paedagogica Ignatiana
|
2018
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vol. 21
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issue 3
99-115
EN
This contribution highlights the fact that the analysis of intercultural awareness and intercultural sensitivity should not be limited to an intragenerational perspective but should also include an intergenerational one. To put it differently, intercultural awareness, intercultural sensitivity and intercultural communicative competence are developed throughout one’s life and are shaped by various factors, including informal and formal socialization and schooling practices, that in turn influence the development of social capital. The sample related to the data collection was constituted on the basis of five dimensions, and the cultural awareness of Czech students at Czech secondary schools was measured. Items in the semi-structured questionnaire included statements such as, students are allowed to criticize their teachers, the laws apply to everyone (including rich and powerful), conflicts between students and teachers are natural, and your diploma determines your career and success, etc. In the conclusion, data obtained by means of empirical research at several Czech secondary schools are compared to those publicly available regarding the economically active Czech population. The comparative perspective could become the basis of teaching strategies concerning intercultural communication at secondary schools and universities.
PL
Celem artykułu jest zwrócenie uwagi na fakt, że badania świadomości i wrażliwości interkulturowej nie powinny być ograniczane do perspektywy jednego pokolenia, ale winny również mieć wymiar międzypokoleniowy. Innymi słowy, interkulturowa świadomość, interkulturowa wrażliwość i interkulturowa kompetencja komunikacyjna są rozwijane w ciągu całego cyklu życia i kształtowane przez różne czynniki, włącznie z formalną i nieformalną socjalizacją oraz praktykami edukacyjnymi, mającymi wpływ na kapitał społeczny. Próba związana ze zgromadzonymi danymi została ustalona na podstawie pięciu kryteriów i umożliwiła prześledzenie świadomości kulturowej czeskich uczniów szkół średnich. Pozycje w kwestionariuszu zawierały następujące kategorie wypowiedzi: uczniowie mogą krytykować nauczycieli, prawo obowiązuje wszystkich (także osoby wpływowe i bogate), konflikty między nauczycielami a uczniami są naturalne, uzyskanie dyplomu jest ważne, by zrobić karierę i osiągnąć sukces. W zakończeniu dane, zebrane na podstawie badań empirycznych w kilku czeskich szkołach średnich, zostały porównane z opublikowanymi danymi, dotyczącymi aktywnej zawodowo populacji czeskiej. Ta perspektywa porównawcza mogłaby się stać podstawą strategii pedagogicznych, dotyczących interkulturowej komunikacji w szkołach średnich i na uniwersytetach.
11
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O TRUDNOŚCIACH GLOTTODYDAKTYKÓW Z KONCEPTUALIZACJĄ POJĘCIA ŚWIADOMOŚCI INTERKULTUROWEJ. REFLEKSJA METAGLOTTODYDAKTYCZNA

63%
Griso G. M.
Neofilolog
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2019
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issue 52/2
263-277
EN
With its focus on foreign language teaching/ learning as the subject of study, glottodidactics belongs to empirical sciences which not only refer to the reality perceived with the senses but also necessitates empirical verification. Glottodidactics, being in the development phase and striving to consolidate its status, requires relative consistency in its use of key terms. According to researchers representing the intercultural approach, cultural awareness is such term. For an autonomy-seeking science, precision and relative coherence in defining concepts are necessary not only in the external dimension, but also in the consolidation of knowledge which occurs in the process of scientific communication. Reviewing the literature on glottodidactics, the article shows the current state of research in the field of conceptualizing cultural awareness.
12
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Key topics in multicultural contemporary literature based on Zadie Smith’s The Autograph Man

63%
Jindřiška Š.
Littera Scripta
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2009
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vol. 1
159-162
EN
The following contribution is a humble try to show the most common features of multicultural contemporary literature. It deals with topics which are central for young people, such as spiritual quest, relationships, interests, health, religion, and meeting people of various cultures and so on. The term multicultural is dealt with as it has become very important with the process of globalization and it affects everyone even without our being aware of it.
13
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Development of intercultural competence in the Lithuanian armed forces

51%
Prakapiene D.
Sociālo Zinātņu Vēstnesis
|
2022
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issue 2
78-95
EN
Intercultural competence is culture-general knowledge, skills, abilities, developed through education, training, and experience that provide the ability to operate effectively within a culturally complex environment. In order to perform their duties effectively and efficiently, military personnel often have to operate in a cultural environment that is unusual for them. The research conducted in Lithuania on the issue of intercultural competence development in the military mainly focuses on the analysis of the concept of intercultural competence and the problem of its development; however, little analysis has been done from a managerial point of view. The aim of this article is to identify the main problems and possible opportunities for the development of intercultural competence in the Lithuanian Armed Forces. The qualitative research chosen to achieve this aim is a semi-structured in-depth interview. 10 informants - military personnel (n=10) participated in the research. The research was conducted in February and March 2022. The results of the interviews with the military personnel show that intercultural competence is expressed in terms of language skills, knowledge of other cultures, the ability to communicate and integrate with other cultures, and the ability to quickly apply intercultural knowledge to real-life situations. However, the informants also pointed out that this alone is insufficient. They indicated that experience and knowledge of general patterns of behaviour and thinking in certain critical situations is also very important. According to the informants, the Lithuanian Armed Forces lack continuous and ongoing development in this area and advance preparation for future activities in intercultural environments. In their opinion, this should not be left to the personal responsibility of the military personnel but should be organised at institutional level. This can be achieved by combining the theoretical and practical levels, by providing guidelines for the development of intercultural competence in the strategic operational documents of the armed forces, through the organisation of courses or specialised training, the sharing of experiences, or the analysis of case studies of lessons learned.
LV
Starpkultūruu kompetence ietver vispārējas kultūras zināšanas, spējas, prasmes, kas attīstās caur izglītību, mācībām un pieredzi un nodrošina iespēju sekmīgi darboties sarežģītajā kultūrvidē. Lai efektīvi veiktu savus pienākumus, militārpersonām bieži vien jādarbojas sev nepierastā kultūrvidē. Lietuvā veiktie pētījumi par starpkultūru kompetences attīstīšanu bruņotajos spēkos fokusējās uz starpkultūru kompetences jēdzienu un tās attīstīšanas problēmu; tomēr visai maz analīzes ir veikts no vadības skatpunkta. Šī raksta mērķis ir starpkultūru kompetences attīstīšanas galveno problēmu un iespēju noteikšana Lietuvas Bruņotajos spēkos. Šim nolūkam kvalitatīvais pētījums ir veikts ar daļēji strukturētas padziļinātas intervijas metodi. Pētījums tika veikt 2022. gada februārī un martā. Pētījumā piedalījās 10 informanti - militārpersonas (n = 10). Izpētes rezultāti parādīja, ka starpkultūru kompetence izpaužas valodas prasmē, zināšanās par citām kultūrām, spējā sazināties un integrēties citā kultūrā, kā arī spējā ātri pielietot starpkultūru zināšanas reālās dzīves situācijās. Tomēr intervējamie arī norādīja, ka ar to vien nepietiek. Viņi minēja, ka liela nozīme ir arī pieredzei un zināšanām par vispārējiem uzvedības un domāšanas modeļiem noteiktās kritiskās situācijās. Intervējamie atzina, ka Lietuvas Bruņotajiem spēkiem trūkst nepārtrauktas un pastāvīgas attīstības šajā jomā un gatavības nākotnes aktivitātēm starpkultūru vidē. Viņuprāt to nevajadzētu atstāt militārpersonu personiskajai atbildībai, bet būtu jāorganizē institūciju līmenī. To varētu panākt, kombinējot teorētisko un praktisko pieeju, nodrošinot vadlīnijas starpkultūru kompetences attīstīšanai bruņoto spēku stratēģiskās darbības dokumentos, organizējot specializētas apmācības kursus, daloties pieredzē, analizējot apgūto materiālu uz konkrētajiem piemēriem.
RU
Mежкультурная компетентность – это общекультурные знания, навыки, способности, развиваемые посредством образования, обучения и опыта и обеспечивающие способность эффективно действовать в сложной культурной среде. Для эффективного и результативного выполнения своих обязанностей военнослужащим часто приходится действовать в непривычной для них культурной средe. Проведённые в Литве исследования межкультурной компетентности в вооружённых силах представляют собой, главным образом, анализ концепции межкультурной компетентности и проблемы её развития; однако с управленческой точки зрения данный вопрос изучен недостаточно. Целью данной статьи является анализ основных проблем и вероятных возможностей для развития межкультурной компетентности в Вооружённых силах Литвы. Качественное исследование, выбранное для достижения этой цели, проведено с помощью метода полуструктурированного глубинного интервью. В нём участвовали 10 информантов – военнослужащих (n=10). Исследование проводилось в феврале и марте 2022 года. Результаты интервью с военнослужащими показывают, что межкультурная компетентность выражается в языковых навыках, знании других культур, способности общаться и интегрироваться в другие культуры, а также способности быстро применять межкультурные знания в реальных жизненных ситуациях. Однако информанты также указывали, что одного этого недостаточно и что опыт и знание общих моделей поведения и мышления в определённых критических ситуациях также очень важны. C позиции информантов, Bооружённым силам Литвы не хватает постоянного и непрерывного развития в этом направлении и заблаговременной подготовки к будущей деятельности в межкультурной среде. По их мнению, это должно быть предметом не личной ответственности военнослужащих, а организованного на институциональном уровнеуправления. Такое управление может осуществляться путём объединения теоретического и практического подходов, разработки рекомендаций по развитию межкультурной компетентности в стратегических оперативных документах вооружённых сил, организации курсов или специализированного обучения, обмена опытом или анализа конкретных ситуаций, а также в ходе апробации освоенного материала на конкретных примерах.
14

Increasing cultural awareness and promoting cross-cultural interaction by teaching British culture in primary school

51%
Klawitter A.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2015
|
issue 12
207-232
EN
The aim of this paper is to present selected issues connected with teaching culture at English lessons. One of its aims is to prove that increasing cultural awareness and promoting cross-cultural interaction through teaching British culture at primary school are important. Students who learn not only the language become competent learners. The language becomes more meaningful to them and they become more open to new cultures and situations.
FR
Le présent article a pour but de présenter l’importance du développement de la conscience culturelle des élèves et de la promotion des interactions interculturelles dans l’enseignement de la culture à l’école primaire. Pour que l’élève devienne un locuteur compétent d’une langue étrangère, il doit connaître la culture de ce pays. La conscience culturelle concerne surtout la manière dont les autres parlent et se comportent, ce qui est culturellement conditionné. Elle aide aussi les élèves à créer des généralisations sur la culture donnée et à acquérir des compétences indispensables pour situer et organiser les informations la concernant. De plus, grâce à l’enseignement de la culture, les élèves sont plus ouverts aux autres cultures et la langue étrangère devient plus vivante, leur intérêt augmente et il leur est plus facile de s’adapter aux situations nouvelles.
PL
Artykuł ma na celu zaprezentowanie, jak ważne jest rozwijanie świadomości kulturowej uczniów i promowanie interakcji międzykulturowych poprzez nauczanie kultury w szkole podstawowej. Aby uczeń mógł być kompetentnym rozmówcą drugiego języka, powinien mieć wiedzę o kulturze tego kraju. Dotyczy ona przede wszystkim sposobu mówienia i zachowywania się innych ludzi, które jest nacechowane kulturowo. Co więcej, poprzez nauczanie kultury uczniowie są bardziej otwarci na inne kultury, drugi język staje się dla nich bardziej żywy.
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