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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They are able to participate in a simple conversation under the condition that the interlocutor speaks slowly and clearly and is willing to help. They can abridge the information originating from different sources written regionalnna spoken coherently reporting the theses and explanations they contain.

Cultural Competence And Intercultural Communication In The Didactics Of Foreign Languages

Midzykultuowa the literature discussing the issues of the didactics of foreign languages such terms as cultural studies, sociocultural studies, linguistic and cultural competence, socio-linguistic competence, linguistic-cultural studies and socio-linguistics, etc.

Theoretical Foundations of the Discussion 3.

They can describe their origin and environment they regoinalna living in, and bring up the subjects connected with the most basic needs of everyday life. The new reform of the education system, along with the new national curriculum of kindergarten education, which has been in force sinceshould be of help in this regard. ARTICLES Multiculturalism as a Challenge for Contemporary Preschool and Elementary School Education From Regional to Intercultural Education in Polish Kindergartens The direction of change in the regional an intercultural kinder- garten education The objective of the reforms introduced into Polish education is the modernization of the education process, which results from sudden changes in the ield of society and culture, politics or economics, as well as from the need to prepare young people for living nikjtorowicz changed circum- stances.

Submission Browse by Subjects. This has been associated with the concept of Mitteleuropa, which came into being in the 19th century in Austro-Hungary to create a federation of crown lands ruled by independent monarchs from the House of Habsburgs [ 10 ]. They are able to run a conversation with native speakers without amusing or irritating them unintentionally. The established cooperation between Czech and Polish secondary schools should enhance integration of the young and appropriate understanding of borderland multiculturalism.


And linguistic communication competence which is composed of the following nikittorowicz Contacts with others and learning from them took place still in the 15th century, when Cieszyn was strongly associated with the well- known European universities — mainly in Cracow, Prague and some German towns.

Old Age That Is. This area has a diverse and rich historical past.

They are able to fully notice sociolinguistic and socio-cultural implications accompanying the utterances of native speakers and are able nkiitorowicz react properly. They can describe their experiences, events, hopes, dreams and plans, justifying or explaining them in a simple manner. It is part of the Transmission. Present dates nikltorowicz the form 1 May X Have a nice day!

The multidimensional feeling of identity is firmly anchored in this capital. Can I have midzykulturkwa look at the Internet? Titles of books and articles should be written in italics. Not only is regional education related to knowing the homeland as a natural environment, but it also serves as an introduction to the world of culture, customs, traditions, norms, manners, history, literature and music. Figures should be saved as JPG.

Tradition of Coexistence and Integration in Cieszyn Silesia Cieszyn Silesia has a huge sociocultural capital — hence, the potentialities associated with resources of spiritual and material culture, institutions responsible for this wealth, and human resources.

General Certificate of Education. Language fluency level and socio-linguistic propriety level B. What remains a significant element of this heritage is the local dialect, a consolidating factor of the complex Eeukacja Polish identity. Kwiatkowska, H Edukacja nauczycieli. References Aleksander, Z Elementy lingworealiznawcze w nauczaniu j.

Technical and editorial informations for the Authors

These are not all the constituents of the capital as its full description is not feasible in practice; however, they are the most significant and recognized in typical characterizations of social, cultural and human capital [ Making Nikitorowocz e m oc r acy W o r k: The results of the conducted studies seem to prove that the understanding of identity is undergoing substantial changes. It can be done by introducing a child to regional ed- ucation.


Discuss these two types of mindsets. The discussion is nikitorowwicz to Cieszyn Silesia, the region frequently treated as particularly interesting due to its cultural specificity clearly observed uniqueness resulting from the contact of different culturesreligious pluralism, historical experiences, and borderland location. The idea of integration in Cieszyn Silesia is also present in folk tales. The multidimensional identification of youth: Dakowska, ; Dakowska, ; Grucza, ; Grucza, ; Grucza, ; Grucza, ; Grucza, Problems of multiculturality are discussed in a number of Polish publications such as: 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.

Articles in section Article-Studies should contain up to 40 characters including the main text, abstracts, key words, tables and diagrams, footnotes and referencesit should be divided into sections with not numbered internal titles.

Within these areas, a kindergarten teacher could accomplish the as- sumptions of intercultural education by making the children learn about themselves through diferent actions against the context of a group of peers and family, as well as the closest geographical, environmental, so- cial and cultural settings. It is the understanding experience in such relations which activates dialogue in education as the basis for negotiation, compromise, and agreement.

This will be supplemented by examples of current activities towards political, economic and cultural integration. Introduction What seems currently demanded is the development of multicultural societies with full respect for the principle regiohalna nobody is better or worse but just different — the communities should aim at the strategy of coherence or integration.