Search results

1

Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu

100%

Auger N.

Glottodidactica

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2022

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vol. 49

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issue 1

35-51

EN

This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.

2

Transmedialność jako transkulturowe doświadczenie ucznia

100%

Chawrilska I.

Postscriptum Polonistyczne

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2019

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issue 2 (24)

235-245

EN

Designing classes with the contribution of students who experienced migration and those without similar experiences becomes a didactic, pedagogical and cul-tural challenge. The aim of this paper is to analyse such phenomena in culture, which may provide inspiration for teachers as to how to think about teaching Polish culture in primary and secondary schools. The field for investigation is defined by the categories of transmediality and transculturality, since in the au-thor’s opinion the constant experiencing of transmediality and transmedia sto-rytelling in culture results in transcultural experiences. The author’s delibera-tions are based on examples from experimental poetry, forum theatre and am-bient literature.

3

A Multicultural Family. Positive Aspects and Difficulties

100%

Sigva R. M.

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2018

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vol. 65

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issue 10: Nauki o rodzinie - English Online Version

17-39

EN

The phenomenon of being intercultural or multicultural is a demographic reality resulting from globalization, talent flow, forced migration, and family reunification. Multiculturalism is slowly occurring even in countries that have not historically been receiving a large number of immigrants, such as Poland. The author describes our multicultural families in the aspect of positive sides and disadvantages.

4

GLOTTODYDAKTYCZNE OBSZARY BADAŃ NAD KOMPETENCJĄ MIĘDZYKULTUROWĄ

89%

Róg T.

Neofilolog

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2016

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issue 47/2

133-152

EN

As globalisation promotes cross-cultural approaches to foreign language education, the article scrutinises research on intercultural competence conducted in the field of glottodidactics. It aims at offering a possibly most comprehensive outline of our state-of-the-art knowledge of interculturality in teaching foreign languages. The following parts of the present article will look at pre- and in-service teachers, teaching materials, lesson planning, new technologies, and the age of learners, all with a view to indicating the achievements and challenges of teaching intercultural competence as an element of foreign language education.

5

Interkulturelles Lernen als Schlüsselqualifikation im Zeitalter der Globalisierung im Kontext des Deutschunterrichts in Georgien

89%

Loladze N.

Glottodidactica

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2009

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vol. 35

151-161

EN

In the age of globalisation, foreign language classes play an especially important part. Considering the inextricable link between the study of language and of culture, in foreign language classes not only aim language structure, but also aim language culture must be taught. The need for intercultural learning must be recognised also in the German as a foreign language classes in Georgia and this approach must show up in the formation of teachers as well as in the new books on German as a foreign language in Georgia.

6

Life Stories and Interculturality

88%

Toldi É.

Acta Universitatis Sapientiae, Philologica

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2014

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vol. 6

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issue 1

87-104

EN

This article examines two short stories: Teréz Müller’s Igaz történet [A True Story] and József Bálint senior’s Imádkozzál és dolgozzál [Pray and Work]. The argument explores the way the texts reflect on shifts in power in the Hungarian region of Vojvodina, and the way power structures define the relationship between majority and minority in a society that undergoes constant and radical changes. Contemporary historical events of the twentieth century, changes, faultlines, traumatic life events and identity shifts emerge as the contexts for these narratives of the daily experiences of a Jewish merchant family and a farmer family respectively. Thus, the two texts analysed are representative works rooted in two fundamentally different social backgrounds. The discourse about the I is always also about the other; the construction of identity is already in itself a dialogic, intercultural act, which makes it an ideal topic for the exploration of the changes and shifts in one’s own and the other’s cultural identity. Translational processes of transmission are also required for the narration of traumatic experiences. Teréz Müller was the grandmother of the Serbian writer Aleksandar Tišma. Her book is not primarily a document of their relationship; however, it does throw light on diverse background events of the writer’s life and oeuvre. Comparing the experiences of identity in the autobiographical novel of Aleksandar Tišma and the recollections of his grandmother reveals geocultural characteristics of their intercultural life experiences.

7

Migration im Lichte der Interkulturalitätsforschung

88%

Jakosz M.

Linguistische Treffen in Wrocław

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2020

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issue 18

501-506

EN

The article is a review of a volume entitled “Interkulturelle Blicke auf Migrationsbewegungen in alten und neuen Texten”. The volume contains papers on the still common phenomenon of migration, analysed from an intercultural perspective. In their papers, both theoretical ones and those based on corpus research, the authors adopt innovative methodological approaches and refer to various academic disciplines in order to analyse old and new (literary) texts relating to migration.

8

HYPOSTASES INTERLINGUISTIQUES DANS LA SOCIÉTÉ ROUMAINE ACTUELLE

88%

HOBJILĂ A.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

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2011

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vol. 3

213-235

EN

In the present article, interculturality - which implies the existence of variation, recognition/ acceptance and cultivation of this variation - is associated with interlinguism. My analysis proposes the presentation of interculturalism and interlinguism as realities which involve other particular relations: culturalisation – intraculturalisation – interculturalisation and their consequences in the usage of the linguistic elements in certain contexts. While particularizing these aspects, I will consider, on the one hand, certain linguistic hypostases in the Romanian mass-media as reflections of interculturalism and, on the other hand, certain arguments that the latest A Dictionary of Romanian Orthography, Orthoepy and Morphology (DOOM, 2005) provides for the inclusion in the Romanian language of the lexical units which characterize other cultures. In this way I underline the features of interlinguistic reality located – in practice – between the culture and vehicle of communication.

9

Dyplomacja kulturalna Unii Europejskiej a idea międzykulturowości

88%

Ryniejska-Kiełdanowicz M., Ratajczak M.

Przegląd Zachodni

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2019

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issue 2 (371)

109-124

EN

The aim of the article is to answer the following questions: what is cultural diplomacy? What tools and instruments does it use? And eventually, whether the EU adopts a cultural diplomacy strategy and what role the issues of cross-cultural communication serve in it? Milton C. Cummings defines cultural diplomacy as “the exchange of ideas, information, values, systems, traditions, beliefs, and other aspects of culture, with the intention of fostering mutual understanding”. We assume that the cultural diplomacy of the European Union is an important element of shaping the relations between the EU and the rest of the world, so it serves a role in creating the EU image and in fulfilling its political interests. Our research hypothesis is: cultural diplomacy is an instrument for reconstruction of the European Community and may play a part in creating a bridge connecting the EU with the world. The research methods used in this article consisted primarily in collection and observation of facts, which was based on the analysis of sources: official EU documents: declarations, communications, reports, or parliamentary debates. Other useful sources were expert opinions, reports of institutions and of companies which carried out communication activities on behalf of the European Commission and the Committee of Regions.

10

La interculturalidad del español: corrección y adecuación de saludos y direcciones en la evaluación de profesores nativos

88%

Ainciburu M. C., Velasco D. R.

Studia Romanica Posnaniensia

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2021

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vol. 48

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issue 2

19-31

EN

This research aims to investigate the presence in textbooks of varied material in terms of geolectal equivalents and its perception by teachers of Spanish as a foreign language. In order to examine potential differences in their approach, a pedagogical framework-based task was designed to study a corpus of 100 ELE teachers’ evaluations (50 from Colombia and 50 from Spain) and examine their consciousness and dissimilarities regarding pragmatic correctness when expressing addresses and greeting headings in electronic messages. The results show that native teachers tend to consider as correct the stimuli of peninsular Spanish or of their own variety, while those representing different geolectal variations of Spanish tend to score very low, even being considered as inter or intralinguistic error.

11

Interkulturowe festum folkloricum jako konstrukt i metakomentarz społeczno-kulturowy

75%

Dziadowiec J.

Prace Etnograficzne

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2014

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vol. 42

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issue 2

135–145

EN

This paper, based on the results of a field research, presents an intercultural folklore festival, along with the world of cultural heritage and folkloristic traditions, as a dynamic and self-updating sociocultural construct, that despite the strong institacutionalization, mythologizing and hegemony still has a large potential for emancipation. This event is not entirely artifi cially created by widely understood experts, activists and leaders of folkloristic movement, according to presumed needs and preferences of festival audiences, but it is also an immanent reality, constantly being created by all participants. It is a metacommentary of contemporary folk actuality, constructed and negotiated in the course of interactions, activities and meaningful social practices which have highly performative character.

12

‘Pure and Mixed’ in East India: Gerasim Lebedev’s Intercultural Enthusiasms

75%

Chakrabarti G.

Cracow Indological Studies

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2015

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vol. 17: Crossing over “on the Birds’ Wings”: South Asian Literature in Local and Global Contexts

115-132

EN

This article attempts to delineate and plot the contours of the intercultural contributions of Gerasim Lebedev in a linguistic-cultural domain totally alien to him, in early-colonial Calcutta. It also seeks to contextualise the intense polysemy between ‘microcosmic’ personal and literary journeys and the ‘cosmopolitan’ acculturation that came with Lebedev’s socio-cultural background and travels. Though, as will be seen in the essay, Lebedev’s pathbreaking maverick effort was largely a shot in the dark, his achievement is seen, in almost the entire theatrical fraternity in West Bengal and Bangladesh, in terms that can be described as larger than life. The essay will seek to understand the extent to which Lebedev’s personal and professional choices reflected deep cross-cultural sympathies, thus making him an enthusiast with a difference.

13

Jak badać literaturę emigracyjną?

75%

Sumbor J.

Rocznik Komparatystyczny

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2014

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vol. 5

p. 497-511

EN

Między językami, kulturami, literaturami. Polska literatura emigracyjna w Berlinie i Sztokholmie po roku 1981 is a collective volume with the focus on the activity of writers with Polish cultural roots in Berlin and Stockholm within the past thirty years. The authors of the papers discuss the conditions of origin of migrant literature, address terminological and methodological issues, and provide interpretations of selected works. The status of émigrés as such is presented as changeable, dependent on a given historical-cultural context. The emergent issues at the cultural and language level, as well as the themes which are tightly connected to the experience of emigration or to the memories of the historic 20th century events are often addressed by the authors in a linguistically creative way.

14

Why is Translation Relevant Today: Ideas for Future Translators

75%

Klimkowski K.

Language. Culture. Politics. International Journal

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2023

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vol. 1

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issue 1

39-48

EN

Cultural, educational and professional frameworks recognised by our civilization have been formulated as texts. Translation is the only method allowing for their global dissemination. Religions, literatures, learning theories and organizational cultures are products of translation. Yet, the relevance of translation is not only a matter of the past. It is argued in this article that translation is relevant today. In its educational aspect, translation can help realize that language differences are a resource in text comprehension and meaning making. Professional benefits of translating include language fluency that is more than a technical skill: it enables recognising nuances of meaning and sense, allowing for realistic language use. It can be a core advantage for specialists in creative industry, for industry analysts and for lots of other professionals engaging in cross-cultural interactions. Finally, being a translator one has a transversal competence of service provision.

15

Das interkulturelle Potenzial von Karikaturen im DaF-Unterricht

75%

Utri R.

Glottodidactica

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2013

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vol. 40

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issue 2

35-47

DE

Pictures/caricatures – as a part of culture are characteristic for a society (nation). In the process where different cultures get in touch pictures may play a role in teaching a foreign language. Introduction into an intercultural topic, intensive discussion – there are many possibilities for a teacher to show his/her students the life in a German-speaking country in its various facets. Caricatures can combine politics, society, religion, culture and sense of humour with an enrichment of the language used in classroom – at the same time supporting the development of the intercultural competence of the students.

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LITERACKI PORTRET WARSZAWY W II POŁOWIE XIX WIEKU NA PRZYKŁADZIE OPOWIADAŃ PT. OBYWATEL WARSZAWSKI I SOLEC. PRZEDMIEŚCIE WARSZAWY. MIASTO JAKO WIELOKULTUROWA PRZESTRZEŃ ŻYCIA

63%

Orzechowska K.

Ars inter Culturas

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2016

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issue 5

265-284

EN

This article shows a literary portrait of Warsaw as a place for multicultural space for life in 19th century. The essence of the consideration is the place as an experimental space which creates the identity of the individual and social identity of the group. Selected narra-tives of Warsaw writers (Obywatel warszawski and Solec. Przedmieście Warszawy) describe and explain individual experiences and social activity in culturally differentiated social space. Prose works picture contradictive models of people: communitarists and liberals. Dialogue between them was shallow and social development of Warsaw was inharmonious and incapable.

17

Continuity and change. Education in the local environment – around the needs and expectations

63%

Szczurek-Boruta A.

Studia Pedagogiczne

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2014

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vol. LXVII

18

Wielokulturowość w kontekście nowych implikacji teoretycznych i praktycznych dla poradnictwa zawodowego

63%

Duda W., Solak A.

Podstawy Edukacji

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2021

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vol. 14

13-21

EN

The article focuses on the issues of changes taking place in the field of career guidance, in particular in terms of theoretical implications for intercultural counselling. The consulting process, the importance of career counselling, educational counselling in working with a culturally different client requires reflection on the current reality and reflection on current and future changes. The article is an attempt to answer the question of what is expected from career guidance, which is used by people from a different culture, what are/what should be the direction of changes in career guidance, which faces a crisis related to the epidemic, a migration crisis, which will probably intensify due to the climate crisis.

PL

Artykuł skupia się wokół problematyki zmian, jakie zachodzą w obszarze poradnictwa zawodowego, w szczególności w zakresie implikacji teoretycznych dla poradnictwo międzykulturowego. Proces doradczy, znaczenie doradztwa zawodowego, doradztwa edukacyjnego w pracy z klientem odmiennym kulturowo wymaga namysłu nad obecną rzeczywistością i refleksji nad obecnymi i przyszłymi zmianami. Artykuł jest próbą odpowiedzi na pytanie, czego oczekuje się od poradnictwa zawodowego, z którego korzystają osoby pochodzące z innej kultury, jakie są/jakie powinny być kierunku przemian poradnictwa zawodowego, które staje w obliczu kryzysu związanego z epidemią, kryzysu migracyjnego, który nasili się zapewne z powodu kryzysu klimatycznego.

19

INTERKULTURELLE KOMPETENZ IN DER TRANSLATIONSDIDAKTIK VON DER THEORIE ZUR PRAXIS

63%

Hinc J.

Neofilolog

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2019

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issue 52/2

299-311

EN

The following article has two goals. The first is the presentation of theoretical approaches to the translation of culture-specific content and explanation of some relevant terms, which include culture, interculturality, intercultural competence and translational cultural competence. The second is to discuss practical teaching problems and possible solutions that translational didactics must keep in mind in its research perspective. The practical considerations relate to the transfer of written texts and to the education of students who gain their first experiences in translational activity. With questions about the text, which trigger its analysis on the macro- and microstructural level, the students should be motivated to approach cultural content reflexively and to reflect it in the target language.

20

Sprache – Kultur – Idiokultur – Interkulturalität. Anmerkungen zur Begriffsunterscheidung

63%

Utri R.

Annales Neophilologiarum

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2009

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issue 3

73-86

EN

There are different defi nition of language. F. Grucza shows that the ontological meaning of language is not the function or the utterances, but the language – “idiolect” – that every human being has got in his brain. Therefore language is knowledge and the ability to make use of it. In this article it is shown that there is a similar case with the term culture. As language is a part of culture, every human being has his/her “idioculture”. This is, apart from the language, the behaviour, experiences and attitude of a person. From this point of view the term interculturality has to be analysed in a different way, namely as a possible process. The author speaks about the (inter)cultural potential of culture and art products – learning from another culture is not an automatic process, but has to be conducted by a teacher who knows how to make use of the (inter)cultural potential.

PL

W literaturze znajdziemy różne defi nicje języka. F. Grucza pokazuje, że ontologiczne znaczenie języka nie jest ani funkcją, ani wyrażeniem, tylko „idiolektem”, który każdy ma w swoim mózgu. Język więc jest wiedzą i umiejętnością posługiwania się tą wiedzą. W artykule pokazywano, że podobno można patrzeć na wyraz „kultura”. Kulturą jest, poza językiem, zachowanie, doświadczenie i poglądy każdej osoby – jej „idiokultura”. Z tego punktu widzenia interkulturowość musi być analizowana inaczej, mianowicie jako proces. Autor mówi o (inter)kulturowym potencjale produktów kultury i sztuki – uczenie się od innej kultury nie jest procesem automatycznym, ale powinno być prowadzone przez nauczyciela, który wie, jak wykorzystać ten (inter)kulturowy potencjał.

Refine search results

Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu

Transmedialność jako transkulturowe doświadczenie ucznia

A Multicultural Family. Positive Aspects and Difficulties

GLOTTODYDAKTYCZNE OBSZARY BADAŃ NAD KOMPETENCJĄ MIĘDZYKULTUROWĄ

Interkulturelles Lernen als Schlüsselqualifikation im Zeitalter der Globalisierung im Kontext des Deutschunterrichts in Georgien

Life Stories and Interculturality

Migration im Lichte der Interkulturalitätsforschung

HYPOSTASES INTERLINGUISTIQUES DANS LA SOCIÉTÉ ROUMAINE ACTUELLE

Dyplomacja kulturalna Unii Europejskiej a idea międzykulturowości

La interculturalidad del español: corrección y adecuación de saludos y direcciones en la evaluación de profesores nativos

Interkulturowe festum folkloricum jako konstrukt i metakomentarz społeczno-kulturowy

‘Pure and Mixed’ in East India: Gerasim Lebedev’s Intercultural Enthusiasms

Jak badać literaturę emigracyjną?

Why is Translation Relevant Today: Ideas for Future Translators

Das interkulturelle Potenzial von Karikaturen im DaF-Unterricht

LITERACKI PORTRET WARSZAWY W II POŁOWIE XIX WIEKU NA PRZYKŁADZIE OPOWIADAŃ PT. OBYWATEL WARSZAWSKI I SOLEC. PRZEDMIEŚCIE WARSZAWY. MIASTO JAKO WIELOKULTUROWA PRZESTRZEŃ ŻYCIA

Continuity and change. Education in the local environment – around the needs and expectations

Wielokulturowość w kontekście nowych implikacji teoretycznych i praktycznych dla poradnictwa zawodowego

INTERKULTURELLE KOMPETENZ IN DER TRANSLATIONSDIDAKTIK VON DER THEORIE ZUR PRAXIS

Sprache – Kultur – Idiokultur – Interkulturalität. Anmerkungen zur Begriffsunterscheidung