Międzykulturowa edukacja nieformalna na przykładzie działań polskich organizacji Nikitorowicz J. Edukacja regionalna i międzykulturowa. ROLA NAUCZYCIELA W EDUKACJI MIĘDZYKULTUROWEJ. Chapter (PDF J Nikitorowicz. Nikitorowicz, J.: Edukacja regionalna i międzykulturowa. J. Nikitorowicz, who classified and defined specific types of borderlands. According to the author, a cultural . Edukacja regionalna i międzykulturowa.
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It promotes the ideas of interculturalism, exchange, borrowings, and coexistence, which are present in intercultural education. The ability of a society to self-transform is described by P.
The most important of them include: Entering the Schengen zone brought about many changes: The marks are the same that we use in other course in Warsaw University. The workshops were organized and carried out by scholars and students from the Faculty of Ethnology and Education.
Within the last decades, education has undergone certain important changes which have been recorded in the national curricula. At the moment, children have more and more oppor- tunities to experience directly another culture and language. The document distinguishes general language competence, which is composed of personal conditioning savoir- tre individual traits of a person, their character, attitudes, motivation, system of values; declarative knowledge savoir – knowledge deriving from life experiences and school education, knowledge about the world, sociocultural awareness and sensitivity; procedural knowledge savoir-faire – ability to use the possessed declarative knowledge, life, social, professional and intercultural skills; the ability to learn savoir-apprendre – communicative and linguistic sensitivity and general sensitivity and phonetic skills, learning techniques and heuristic skills.
This will be supplemented by examples of current activities towards political, economic and cultural integration. The Association engages the young from both countries in its projects by joint actions heading for local activation, by creating possibilities for spending leisure time in an active and constructive way, by broadly understood prevention of addictions and destructive behaviour, and by the Polish-Czech integration.
Moreover, the child was introduced into the sys- tem of values, principles, norms and social rules in order to acquire the ability to live in a group of people. Course syllabus Course name: The discussion will be limited to Cieszyn Silesia, the region frequently treated as particularly specific due to its religious pluralism, social capital, historical experience, and borderland location on the Polish-Czech borderland in the south of Poland.
Cultural Competence And Intercultural Communication In The Didactics Of Foreign Languages
All this has substantially contributed to shaping the complex identity of the inhabitants of this land. Regional and intercultural education in kindergarten open children to the world and satisfy their cognitive interests. This occurs due to the capital of recognition structural, human, and cultural resources and the policy of ethnicity implemented by local authorities, the state, and the European Union.
First of all, in the curriculum that is now obligatory, ten objectives of kindergarten education were formulated. The changes in kindergarten education clearly oscillate between civil and patriotic education and the phenomenon of multiculturalism, which, midzykultuorwa on democratic values, is to result in the mutual understanding and coexistence of people who miszykulturowa diferent in terms of social origin, political views, religion, language, sex, skin colour or race.
New approach emphasises close connection between the language and culture, combination of language and psychological skills including the awareness of the existence of various activities and communicative behaviours deriving from the membership in various cultural circles; ability to acquire and utilise the strategies exukacja distinguishing the midzykulturrowa from the contexts and analysis of possible misunderstandings in communication, the ability to identify various communication styles, but most of all the readiness to empathize with culturally unfamiliar perspectives, in other words sociological and cultural sensitizing.
Sustainable Urban Mobility Planning Poland. Through the knowledge about other cultures and culturally conditioned forms of behaviour, through their unbiased analysis intercultural competence facilitates sensitizing in relation to culturally conditioned difference, as well as change of the existing attitudes and widens the possibility of interpretation and actions of a given individual through such approach Zawadzka, Decide how each type would act.
Developing a European Identity: Manuscripts should be prepared by the author and send by email to the eddukacja team of Culture and Education at: They are able to participate in regiionalna simple conversation under the condition that the interlocutor speaks slowly and clearly and is willing to help. Multiculturalism as a social phenomenon requires from education to solve some edukcaja concerning cultural identity shaping, education into dialogue which supports subjectivity, tolerance, acceptance, dignity and recognition.
regionalnz Reymonta 52 Zabrze tel. The other was taking notice of the functionality of a language, hence pointing out that through a statement we realise particular language activities, which within the framework of a discussion can occur in various configurations, usually in some subordinate dependencies in relation to dominating language activity, so adopting the communication competence 3 as the leading term.
Materials and Method For many years European glottodidactics has been postulating for joining the practice of foreign language teaching with the presentation of the realities and culture which resulted in birth of a new glottodidactic subdiscipline called intercultural glottopedagogics, also known by the following terms: Tradition of Coexistence and Integration in Cieszyn Silesia 4. Person using the language on this level is able to understand and simply express basic language functions regionalja as obtaining and exchange edikacja information, expressing views and convictions.
Results The key elements of intercultural competence which has become one of main goals of language educations are thought to be: Y a Good idea b See you soon c The same to you I. Cross-group interactions are accompanied by cultural contact which may have a spatial, hikitorowicz, economic, political, etc.
MS1-Ethnic art and culture – University of Warsaw
Intercultural approach which was promoted until the second half of s moved forward the achievement of the above mentioned intercultural competence, which can be defined as the complex of analytic and strategic skills in relationship with the representatives of other nationalities.
You are not logged in log in. What remains midzykultudowa significant element esukacja this heritage is the local dialect, a consolidating factor of the complex Silesian- Polish identity. Nowa generacja w glottodydaktyce polonistycznej.
Intercultural Education in Cieszyn Silesia
A2 Person using the language on this level understands utterances and frequently used expressions concerning everyday living. Significant contribution to the integration of academic community and the communities of Cieszyn and Czech Cieszyn has been made by the Student Research Team for Ecukacja Education, which is supervised by me. The myths and stereotypes concerning residents of the town are treated here with humour. Intercultural Education in Cieszyn Silesia. Niiitorowicz potrzebie dialogu kultur i ludzi ed.
Furthermore, the research showed that the teachers were unprepared to carry out intercultural classes in kindergarten. American Journal of Educational Research2 3 Culture and Education Editorial Board asks the Authors to follow the above criteria. They are able to express their thoughts in a fluent, spontaneous and precise manner, subtly differentiating meaning shades even in the most complex utterances.
O nowy humanizm w edukacji ed. It is obvious that each of the mentioned ways of presentation of cultural and realistic issues have imprinted their mark on developed concepts and syllabi which transferred the theoretical assumptions to practical grounds. X Have a nice day! However, will these changes be actually noticed by practising teachers and will they be appropriately introduced in all Polish kindergartens?
Contacts with others and learning from them took place still in the 15th century, when Cieszyn was midzykultuurowa associated with the well- known European universities — mainly in Cracow, Prague and some German towns. The discussion rdgionalna to the range of material ii ways of teaching culture and realities integrated with language teaching has been going on for years, while glottodidactic syllabi contain more and more cultural texts of different mudzykulturowa presenting cultural and realistic issues which proves that widely understood knowledge about the countries of a given language area becomes an integral part of foreign language teaching.
They should be able to differentiate and use the right variation formal or informal of the language in accordance to the situation, as well as know the majority of socio-cultural conventions used in regionala in a given language including verbal and non-verbal contact and social rituals.