November 27, 2021

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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The multidimensional feeling of identity is firmly anchored in this capital. Kindergarten reinforces those bonds by creating a native culture, teaching family and national traditions, celebrating festivals, and teaching the meaning of symbols re- lated to native culture.

Up to 8 key words. Knowing and understanding oneself and the world. X Have a nice day! It has been a significant political, economic and cultural centre. They should be able to differentiate the shades of meaning and use the variation of language which is appropriate to the situation, what should be facilitated by the knowledge of idioms and slang expressions. Person using the language on this level can miezykulturowa in a wide range idiomatic and colloquial expressions, noticing the changes of the register of the utterance, however, from time to time they need to make sure about some details, especially when they are dealing with unknown accent.

American Journal of Educational Research2 3 We will try midzykultugowa answer the questions: Dakowska, ; Dakowska, ; Grucza, ; Grucza, ; Grucza, ; Grucza, ; Grucza, Problems of nikitorowiccz are discussed in a number of Polish publications such as: Beyond any doubt, to learn in order to live together is a gegionalna challenge for contemporary education.

The myths and stereotypes concerning residents of the town are treated here with humour. The idea of integration in Cieszyn Silesia is also present in folk tales.

Jerzy Nikitorowicz

Sztompka as its recognition, which he refers to the state of social resources or the capital of recognition possessed by the society. This capital is mostly described by the history and tradition of the region and by its cultural or educational specificity. Fleischer, M Teoria kultury i komunikacji, Systemowe esukacja ewolucyjne postawy.

The awareness shaped at that time of the unity of Central Europe as a space midzykultuurowa high economic rank, stability, welfare, ethos of work, keeping order, as well as of peaceful coexistence of Slavic and German states within Austro-Hungary might affect identity behaviours of people in Cieszyn Silesia till the present day. Among family members the child comes to understand diferent social roles, becomes acquainted with values, and learns how to be independent and responsible.


Cieszyn Silesia residents use everyday contacts for mutual recognition, exchange, and borrowings. And linguistic communication competence which is composed of the following components: It promotes the ideas of interculturalism, exchange, borrowings, and coexistence, which are present in intercultural education.

All diagrams and photographs are termed as ‘Figures’ and should be referred to as such in the manuscript. The results of the conducted studies seem to prove that the understanding of identity is undergoing substantial changes.

Cultural Competence And Intercultural Communication In The Didactics Of Foreign Languages – PDF

Grucza, F Lingwistyka a glottodydaktyka. The oldest of these, the cognitive approach also known as factographic was based on conveying the knowledge about the country of a given language with the emphasis on presentation of its history and so called high culture, which in relation to course books meant mixing the cultural and realistic themes in the reading material included in subsequent lessons as the background for the presentation of introduced vocabulary or grammar, but not in the form of special complementary chapters which would not induce grammar or lexical progress.

This course is related to the following study programmes:. The Esperantists Club organizes distant trips to Australia, Finland, Columbia, they offer individual and group courses of Esperanto and publish leaflets or coursebooks [ 20 ]. The cycle of 12 meetings 6 implemented by the Czech side, 6 by the Polish one was attended by teachers from primary schools in both countries.

Each of them had taken the advantage of the achievements of the earlier ones, enriching them with key assumptions of their contemporary psychology, pedagogy, didactics and cultural studies, so they often functioned parallelly and complemented one another. They are able to form fluent, spontaneous utterances quite easily finding the right expressions. How to find common in the world of different cultures? The content of all the articles and papers clearly points out the necessity to tie practical teaching of a foreign language with the issues including such subjects as history of the countries of given language area, history of literature and culture of those countries, phenomena of folklore, customs and traditions, as well as socio-cultural and socio-linguistic issues, for as Mazur Furthermore, the research showed that the teachers were unprepared to carry out intercultural classes in kindergarten.


Level Language fluency level Socio-linguistic propriety C1 Person using the language on this level understands wide range of difficult, lengthy text and is able to see hidden meanings expressed indirectly. They result in enriching the own culture with the assimilated alien elements and in activating defense mechanisms to preserve the old values recognized as the own.

Jerzy Nikitorowicz – Wikipedia, wolna encyklopedia

Nikitorowicz, the idea of intercultural education should shape the awareness of human solidarity through: They are able to participate in a edukacha conversation under the condition that the interlocutor speaks slowly and clearly and is willing to help.

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 midzykulyurowa location on the Polish-Czech borderland in the south of Poland.

It is not the only aspect of regional and intercultural education in- cluded in this programme. The activity of the Silesian Castle of Art and Entrepreneurship in Cieszyn [ 25 ] is worth mentioning as well. This course is related to the following study programmes: Zawadzka, Midzykulturoqa Kilka uwag o komunikacji interkulturowej.

E thnological and anth r opological s. Not only is regional education related to knowing the homeland as edu,acja natural environment, but it also serves as an introduction to the world of culture, customs, traditions, norms, manners, history, literature and music. Discussion Development of already mentioned intercultural competence is closely connected with given stages of teaching a language, since omitting specific cultural norms by a foreigner uttering a communicate containing many language mistakes will be accepted by the native speaker with understanding, whereas the ability of fluent and correct usage of a language is also connected with the expectation of adequately better knowledge of a foreign culture.

Encounters and contacts between cultures, not only those on both sides of national or ethnic borders but all the intercultural contacts, are the daily routine in Cieszyn Silesia.

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