Coping with Diversity

Hanna Komorowska, Lucyna Aleksandrowicz-Pędich

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ISBN/ISSN:

978-83-62443-02-4

DOI:

Wydawnictwo:

Academica Wydawnictwo SWPS

Rok wydania:

2010

Liczba stron:

322

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

. Coping with Diversity. Red. Komorowska, Hanna; Aleksandrowicz-Pędich, Lucyna . Warszawa: Academica Wydawnictwo SWPS, 2010, 322 s. ISBN 978-83-62443-02-4

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A2 Komorowska, H.

A2 Aleksandrowicz-Pędich, L.

T1 Coping with Diversity

PB Academica Wydawnictwo SWPS

PP Warszawa

YR 2010

SN 978-83-62443-02-4

Bibliografia BibTex:

@Book{ 5571, author = "", editor = "Komorowska, Hanna and Aleksandrowicz-Pędich, Lucyna", title = "Coping with Diversity", publisher = "Academica Wydawnictwo SWPS", year = "2010", address = "Warszawa", isbn = "978-83-62443-02-4" }

Bibliografia endNote:

TY - BOOK

AU -

ED - Komorowska, Hanna

ED - Aleksandrowicz-Pędich, Lucyna

TI - Coping with Diversity

PB - Academica Wydawnictwo SWPS

CY - Warszawa

PY - 2010

SN - 978-83-62443-02-4

ER -

Netografia (standard APA):

. Red. Komorowska, Hanna; Aleksandrowicz-Pędich, Lucyna. Coping with Diversity [baza danych online] Warszawa: Academica Wydawnictwo SWPS, 2010 [dostęp: 25 08 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/coping-with-diversity-hanna-komorowska-lucyna-5571.

język angielski, kultura, nauczanie, wielokulturowość

Tom poświęcony najnowszym trendom w nauczaniu języków i kultur, w kontekście powszechnego dzisiaj multikulturalizmu. Książka wychodzi naprzeciw ogromnemu zapotrzebowaniu na badania w tym zakresie, a zamieszczone w nim teksty spełniają najwyższe wy...

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ISBN/ISSN:

978-83-62443-02-4

DOI:

Wydawnictwo:

Academica Wydawnictwo SWPS

Rok wydania:

2010

Liczba stron:

322

XML:ISBN/ISSN:

ONIX MARC21

INTRODUCTION9
PART I. NEW TRENDS IN LANGUAGE AND CULTURE TEACHING 11b Mariusz Marczak, New Trends in Teaching Language and Culture15
Katarzyna Cybulska, Between Plurilingualism and Intercomprehension: A Strategy for Linguistic Diversity and Communication in Europe31
Magdalena Sroka, Supporting Learner's Cognitive and Emotional-Social Development through Language43
Hanna Komorowska, Content and Language Integrated Learning56
Marzena S. Wysocka, New Approaches to Fossilisation and Its Prevention80
Edyta Wajda, Alternative Perspectives in Language Assessment104
Magdalena Junkieles, Computer Assisted Language Learning in the School Context: Possibilities and Constraints119
Jody Myers, Teaching Israel through the Internet and Student Blogs132
PART II. CONTEXT OF TEACHING/LEARNING IN MULTICULTURAL SOCIETIES141
Anna Niżegorodcew, European Union Desiderata on First Language Maintenance in Immigrant Children and Reality in an Irish School: A Case Study143
Ewelina Debaene, The School as a Socialising Space in Interethnic Relationships. Selected Stories of Mainstream School Experience for Polish Migrants in France and in Ireland152
Marta Penczek-Zapała, Teachers in Multicultural Classrooms166
Agnieszka Dzięcioł and Emma Oki, Teachers' and Learners' Perspectives on Multicultural Education178
Monika Badecka-Kozikowska, Teaching English to Chinese Students at a Polish University195
Reidun Aambo, On the Importance of Stating Expectations and Defining the Student's and Teacher's Roles in a Multicultural Classroom212
PART III. TEACHER EDUCATION221
Ewa Lewicka-Mroczek, Changing Role of an EFL Teacher223
Jarosław Krajka, Preparing Language Teachers for Multinational Classrooms - Guidelines for Foreign Language Methodology Training244
Sylvia Maciaszczyk, Language Teacher Education in CALL264
Marcin Kleban, Teacher Education Needs "Multivoiced Learning Spaces"277
Liljana Skopinskaja, Preparing Language Teachers for Intercultural Mobility through291
Dorota Owczarek, Preparing Teacher Trainees for Multicultural Classrooms - Interviews with Erasmus and Comenius Students305
CONTRIBUTORS316

NewTrendsinLanguageandCultureTeaching

stereotyping(Kramsch,1993)byenablingthemto:relateculturalevents,

discoverculturalpatterns,aswellasinterpretlinksbetweeneventsor

patternsandperspectives.

OnemoreaspectofcomputerisedmultimediaistheInternet,which,

accordingtoSanko(Sik,1998),canbeutilisedininterculturalteachingin

twomajorways:(i)asaresource,and(ii)asacommunicationtool.Online

communicationallowsagenuineexchangeofideas,promotesholistic

learning,shiftsperspectives,involvesemotions,developslearners’cultural

identity,andislikelytoleadlearnerstothethirdplace(Żylińska,2003).

Computer-basedtechniquesininterculturalteachinginclude:tele-

collaborationprojects(Internetexchanges),e.g.eTwinning(Komorowska,

2006)orOdyssee(Czaplikowska,2007);emailtandems(Penz,2001);

Webquests(Dudeney,2006);andwebprojects(Żylińska,2003).

5.BEYONDINTERCULTURAL

COMMUNICATIVECOMPETENCE

Risager(2007)hasrecentlyputforwardanextendedmodelofByram’s

(1997)interculturalcommunicativecompetence(ICC)whichincorporates

theconceptoflanguaculturalcompetenceanddiscourseascomponentsshe

deemsnecessaryforeducatingtrueworldcitizens.Accordingtoher,

Byram’smodelofICCcompetencedoesnotbringlanguageandculture

togethersufficiently.Italsonarrowsthenotionoflanguagebynot

recognisingprivateandinnerspeech,languagevarieties,thesociolinguistic

characteristicsofmultilingualspeakers,andtheirmetalingualattitudes.

Risager(2007)simplyattemptstobringinterculturalcommunicative

competencemoreuptodatewiththeplurilingual/multilingualrealitiesof

today’sEurope.

Therefore,

with

regard

communicative

competence,

she

reconceptualiseslinguisticcompetenceaslanguastructuralcompetence,i.e.

aplurilingualspeaker’sextensionoflexicon,syntaxandmorphologyin

relationtothelanguageshe/sheknows.Sociolinguisticcompetencein

Risager’smodelacquiresasetoflanguaculturalcompetences,whichhelp

learnersnotonlyinterprettextdialogically,negotiatemeaningand

distinguishbetweenthesemanticandpragmaticaspectsofspoken/written

language,butalsomakeproficientuseofparalinguisticdevicesand

kinesicsformoreeffectiveinterculturalcommunication.Risageralso

addsnewlanguaculturalcompetencestotheafore-mentioned:poetics,i.e.

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