Schlagworte
międzykulturowość
kształcenie nauczycieli
Zitationsvorschlag
Abstract
Over the last decade or so, mainly under the influence of the Common European Framework of Reference for Languages, it has been assumed, often entirely uncritically, that the key goals of foreign language peda-gogy should be the development of multilingualism and multicultural-ism. Although these goals are barely mentioned in the current core cur-riculum and they do not really find a reflection in coursebooks or every-day teaching practice, the pedagogical recommendations stemming from numerous conference presentations, research studies or methodology textbooks for pre-service and in-service teachers indicate that such a sit-uation should be subject to change because it is not sufficiently reflective of the latest theoretical proposals. A question arises, however, to what extent these goals can in fact be accomplished in our educational context in which additional languages are taught and learned as foreign rather than second, and, despite increasing opportunities in this respect, out-of-school contact with such languages is often still very limited. The pa-per aims to address this question, mainly focusing on the difficulties in-volved in fostering multilingualism and multiculturalism, both with re-spect to the relevant regulations concerning language education in Po-land, everyday realities of foreign language teaching and learning, the limitations of teacher training as well as problems involved in conducting empirical studies.Literaturhinweise
Bachman, L. F. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.
Baker, C. 2006. Foundations of bilingual education and bilingualism. Clevedon: Multi-lingual Matters.
Baker, W. 2011. „From cultural awareness to intercultural awareness: Culture in ELT”. ELT Journal, 66: 62-70.
Bennett, J. M. i M. Bennett. 2004: „Developing intercultural sensitivity: An integrative approach to global and domestic diversity”. (w) Handbook of intercultural train-ing (red. D. Landis, J. M. Bennett i M. Bennett). Thousand Oaks: Sage, str. 147-165.
Benson, P. 2011. Teaching and researching autonomy in language learning. New York – London: Routledge.
Block, D. 2003. The social turn in second language acquisition. Edinburgh: Edinburg University Press.
Byram, M. 1997. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Nichols, A. i D. Stevens. (red.). 2001. Developing intercultural competence in practice. Clevedon: Multilingual Matters.
Canale, M. 1983: „From communicative competence to communicative language peda-gogy”. (w) Language and communication. (red. J. C. Richards i R. W. Schmidt). London: Longman, str. 2-27.
Canale, M. i M. Swain, 1980. „Theoretical bases of communicative approaches to sec-ond language teaching and testing”. Applied Linguistics, 1: 1-47.
Candalier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz. I., Meissner, F.-J., Schröder-Sura, A. i A. Noguerol. 2012. A framework of reference for plural-istic approaches to languages and cultures. Strasbourg: Council of Europe.
Cenoz, J. i D. Gorter. 2013: „Multilingualism”. (w) The Routledge handbook of applied linguistics. (red. J. Simpson). London – New York: Routledge, str. 401-412.
Cook, V. 1996. „Multi-competence and the learning of many languages”. Language, Culture, and Curriculum, 8: 93-98.
Cook, V. 2002: „Background to the L2 user”. (w) Portraits of the L2 user. (red. V. Cook). Clevedon: Multilingual Matters, str. 1-27.
Coupland, N. (red.). 2010. The handbook of language and globalization. Oxford – Malden, MA: Wiley-Blackwell.
Ellis, R. 2007: „Implicit and explicit learning, knowledge, and instruction”. (w) Implicit and explicit knowledge in second language learning, testing and teaching. (red. R. Ellis, S. Loewen, C. Elder, J. Philp, H. Reinders i R. Erlam). Bristol – Buffalo – Toronto: Multilingual Matters, str. 3-25.
Europejski System Opisu Kształcenia Językowego: uczenie się – nauczanie – ocenianie. 2003. Warszawa: Wydawnictwa CODN.
Hall, E. T. 1985. Hidden differences: Studies in international communication. Hamburg: Grunder and Jahr.
Hall, J. K. 2002. Teaching and researching language and culture. London: Pearson Education.
Herdina, P. i U. Jessner. 2002. A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.
Hymes, D. H. 1972: „On communicative competence”. (w) Sociolinguistics: Selected readings. (red. J. B. Pride i J. Holmes). Harmondsworth: Penguin, str. 269-293
Jenkins, J. 2014. English as a lingua franca in the international University: The politics of academic English language policy. Oxford: Routledge.
Jessner, U. 2006. Linguistic awareness in multilinguals – English as L3. Edinburgh: Edinburgh University Press.
Jessner, U. 2008. „Teaching third languages: Findings, trends and challenges”. Language Teaching, 41: 15-56.
Kasper, G. 2001. „Four perspectives on L2 pragmatic development”. Applied Linguistics, 22: 502-538.
Kramsch, C. 2002. „In search of the intercultural”. Journal of Sociolinguistics, 6: 275-285.
Kramsch, C. 2013: „Language and culture”. (w) The Routledge handbook of applied linguistics. (red. J. Simpson). London – New York: Routledge, str. 305-317.
Liddicoat, A. J. 2008. „Pedagogical practice for integrating for integrating the intercul-tural in language teaching and learning”. Japanese Studies, 28: 277-290.
Liddicoat, A. J. 2011: „Language teaching and learning from an intercultural perspec-tive”. (w) Handbook of research in second language teaching and learning. (red. E. Hinkel). New York – London: Routledge, str. 837-855.
Pennycook, A. 2001. Critical applied linguistics. Mahwah, NJ: Lawrence Erlbaum.
Pennycook, A. 2007. Global Englishes and transcultural flows. London: Routledge.
Rozporządzenie Ministra Edukacji Narodowej z dnia 7 lutego 2012 r. w sprawie ramowych planów nauczania w szkołach publicznych. Dziennik Ustaw z 22 lutego 2012 roku, poz. 204.
Rozporządzenie Ministra Edukacji Narodowej z dnia 27 sierpnia 2012 r. w sprawie podstawy programowej wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach szkół. Dziennik Ustaw z 30 sierpnia 2012 roku, poz. 977.
Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 2 listopada 2011 r. w sprawie Krajowych Ram Kwalifikacji dla Szkolnictwa Wyższego. Dziennik Ustaw z 27 listopada 2011 roku, poz. 1520.
Rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 17 stycznia 2012 r. w sprawie standardów kształcenia przygotowującego do wykonywania zawodu nauczyciela. Dziennik Ustaw z 6 lutego 2012 roku, poz. 131.
Seidlhofer, B. 2013. Understanding English as a lingua franca. Oxford: Oxford Univer-sity Press.
Sercu, L. 2010: „Assessing Intercultural Competence: More Questions than Answers”. (w) Testing the untestable in language education. (red. A. Paran i L. Sercu). Clevedon: Multilingual Matters, str. 17-34.
Van Ek, J. A. 1986. Objectives for foreign language learning. Tom 1. Scope. Starsbourg: Council of Europe.
Wilczyńska, W. 1990. Uczyć się czy być nauczanym. O autonomii w przyswajaniu języka obcego. Warszawa: Wydawnictwo Naukowe PWN.
Lizenz
Copyright (c) 2018 Mirosław Pawlak
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).