Interculturality In Language Learning And Teaching.
A Volume Dedicated To Professor Mieczysław Gajos
(eds. Artur Gałkowski, Magdalena Szeflińska-Baran, Joanna Ciesielka)
Interculturality is one of the main challenges of our times in many fields of humanities and culture, including glottodidactics. In the era of globalisation and blurring of differences it plays the role of a factor sensitising to endo- and exo-cultural richness, i.e. of one's own and other communities, and turns out to be an indispensable key to effective communication between individuals and communities.
Language, which by its very nature is a vehicle for cultural transmission, can effectively serve to understand both other cultures and the native culture. Therefore, in today's world, (inter)cultural aspects are an indispensable part of interlingual communication and contribute to building understanding and mutual respect between people and whole communities. Apart from their indisputable value for fostering effective linguistic communication, they have an undeniable potential for creating a positive atmosphere in interpersonal relations.
Volume 60/1 (2023) of "Neofilolog", dedicated to Professor Mieczysław Gajos, focuses on the issue of interculturality in the context of foreign language teaching. It is an attempt to present this topic in the broadest possible way. In the light of the latest glottodidactic and interdisciplinary approaches, it assumes a revision of the reflection on the place of (inter)cultural content transfer in the process of teaching and learning a foreign language, especially important in the era of intensifying contacts in the multicultural reality of our times. At the European level, interculturality is an important dimension for building citizenship and collective identity. Travelling, migration and interpersonal contacts are fundamental elements in constructing this common space. Theoretical reflection on interculturality, its place in glottodidactics and new ways of communicating cultural content is essential to better recognise learners' needs and optimise the process of teaching/learning a foreign language. In school practice this means developing programmes, methods and didactic techniques which aim at better knowledge and understanding as well as changing interpersonal relations from mono- and multicultural to intercultural.
We invite proposals for articles on the following issues:
- the role of culture in glottodidactics in its broadest sense (Crozet, Liddicoat 1999),
- developing cultural awareness and sensitivity in language education (Crozet, Liddicoat, Lo Bianco 1999),
- the definition of interculturality in the glottodidactic context, including its possible levels of analysis on the didactic ground: the linguistic (systemic) level,
- cultural component in the teaching of language subsystems (grammar, vocabulary, pronunciation) and its different levels: aural, textual, sociolinguistic, pragmatic, communicative (Balboni 2014, Balboni, Caon 2015),
- learners' relational (social) competence, empathy (Balboni 2014, Caon, Spaliviero 2015),
- interculturality and constructing learner identity (idioculture),
- integrating elements of literature and other cultural texts (music, film, television, interactive games, animation, etc.) into the process of language teaching,
- culturally conditioned differences in communicating values and attitudes (honesty, loyalty, respect, relationship to property, status, social position, hierarchy), concepts (private/public) and spatio-temporal categories (Ennis, Riley 2017),
- interculturality vs. intercultural skills, intercultural communicative competence (Spychała 2014),
- interlingualism and interculturalism in glottodidactics - possible theoretical approaches (Sercu 2005, Wierzbicka 1985),
- interculturalism and non-verbal codes in communication and their place in glottodidactics (body language, proxemics),
- specialist intercultural competence, and effective communication of specialist content between different cultures (Grucza 2020),
- teacher as an intercultural mediator, developing interest in cultural diversity of other societies in foreign language learners,
- intercultural competences at particular stages of language education (from early school education to the internationalisation of studies),
- evaluation of intercultural competence (Beacco 2013),
- developing intercultural competence and the use of new technologies (Wilczyńska, Mackiewicz, Krajka 2019) ,
References
Balboni P. (2014), Didattica dell’italiano come lingua seconda e straniera. Torino: Bonacci editore.
Balboni P., Caon F. (2015), La comunicazione interculturale. Venezia: Marsilio Elementi.
Beacco J.-C. (2013), Articuler les compétences langagières et les compétences culturelles / interculturelles dans l’enseignement des langues, (in:) Claudel C. et al. (eds.), Cultures, discours, langues. Nouveaux abordages. Limoges: Éd. Lambert-Lucas, pp. 165-185.
Buttjes D., Byram M. (eds.) (1991), Mediating Languages and Cultures: Towards an Intercultural Theory of Foreign Language Education. Clevedon: Multilingual Matters, pp. 136-158.
Caon F., Spaliviero C. (2015), Educazione letteraria, linguistica, interculturale: intersezioni. Torino: Bonacci-Loescher.
Council of Europe: Coste D. et al. (2003), Europejski system opisu kształcenia językowego: uczenie się, nauczanie, ocenianie. Warszawa: CODN.
Crozet C., Liddicoat A. J., Lo Bianco J. (1999), Intercultural Competence: From Language Policy to Language Education, (in:) Crozet C., Liddicoat A. J., Lo Bianco J. (eds.), Striving for The Third Place: Intercultural Competence through Language Education. Melbourne: Language Australia, pp. 1-20.
Crozet C., Liddicoat A. J. (1999), The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom, (in:) Crozet C., Liddicoat A. J., Lo Bianco, J. (eds), Striving for The Third Place: Intercultural Competence through Language Education. Melbourne: Language Australia, pp. 113-126.
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Ennis M. J., Riley C. E. (2017), Practices in Intercultural Language Teaching and Learning. Newcastle upon Tyne: Cambridge Scholars Publishing.
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Muller C. (2014), Interculturalité: Débusquer les stéréotypes dans les manuels. „Les langues modernes”, No 2, pp. 66-72.
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Wilczyńska W., Mackiewicz M., Krajka J. (2019), Komunikacja międzykulturowa: wprowadzenie. Poznań: Wydawnictwo UAM.
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Zarzycka G. (2021), Glottokulturoznawstwo (także polonistyczne) jako jeszcze jedna subdziedzina naukowa glottodydaktyki, (in:) Lipińska E., Seretny A. (eds.) Dydaktyka języka polskiego jako nierodzimego: konteksty – dylematy – trendy. Kraków: Universitas, pp. 313-340
Zarzycka G. (2019), Kulturemy polskie - punkty widzenia, techniki ich wydobywania i negocjowania. Stosowanie perspektywy etnolingwistycznej w glottodydaktyce polonistycznej. „Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców”, No 26, pp. 425-441.
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Timetable
- Submission of article proposal (abstract of 250-300 words):
by June 10, 2022 to the address of one of the editors of the issue:
Ass. Prof. PhD. Magdalena Szeflińska-Baran, magdalena.szeflinska@uni.lodz.pl
Ass. Prof. PhD. Artur Gałkowski, Prof. UŁ, artur.galkowski@uni.lodz.pl
PhD Joanna Ciesielka, joanna.ciesielka@uni.lodz.pl
Language of publication: Polish, French, English, Italian, Spanish.
- Notification of acceptance or rejection of the proposal: 1 July 2022.
- Submission of full articles: 30 September 2022.
The article text should be written and submitted according to the guidelines for authors, see: https://pressto.amu.edu.pl/index.php/n/about/submissions
- Return of reviewers' opinions to authors: 30 November 2022.
- Submission of revised articles: 31 December 2022.
- Publication of the volume: March 2023.