Glottodydaktyczne Obszary Badań Nad Kompetencją Międzykulturową

Abstract

As globalisation promotes cross-cultural approaches to foreign language education, the article scrutinises research on intercultural competence conducted in the field of glottodidactics. It aims at offering a possibly most comprehensive outline of our state-of-the-art knowledge of interculturality in teaching foreign languages. The following parts of the present article will look at pre- and in-service teachers, teaching materials, lesson planning, new technologies, and the age of learners, all with a view to indicating the achievements and challenges of teaching intercultural competence as an element of foreign language education.

Dismantling Intercultural Competence – A Proposal for Interpreting the Concept of Critical Cultural Awareness in an L2 Teaching Context

“…A similar problem, though referring more globally to intercultural competence, has also been recognised in the Polish educational context. Even though the premises of intercultural education are present in the Polish core curriculum for English as a foreign language as a subject, manifested in fostering students' attitudes of curiosity, tolerance, intercultural sensitivity, and openness to other cultures, Róg (2016) observes in his extensive overview of the research into intercultural competence conducted in the Polish context that intercultural competence has a marginal role in the L2 classroom in Poland. L2 teachers admit they do not include intercultural tasks because they lack intercultural training and experience, despite the fact that there are many didactic materials designed for implementing IC in the classroom (Róg, 2016: 146).…”

“…The problems identified by Sobkowiak (2015) and Róg (2016) indicate a need for a more detailed and teacher-oriented conceptualisation of critical cultural awareness, which could be easily translated into particular teaching objectives. This will be the focus of the following section.…”

“…One of the reasons why intercultural competence is still being marginalised in L2 teaching practice, also in the Polish educational context (see Sobkowiak, 2015;Róg, 2016), might be not specific enough and often confusing terminology used in conceptualisations of intercultural competence. Deardorff (2006: 253), in an attempt to arrive at a unified definition of intercultural competence, observes that the majority of the analysed definitions are too general.…”

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The marginal role of intercultural competences in L2 teaching in the Polish context has recently been observed (e.g., Sobkowiak, 2015, Róg, 2016. Too general and often confusing definitions of the fundamental concepts underlying intercultural competence might be one of the reasons why L2 teachers reluctantly approach the idea of implementing the intercultural component into their teaching repertoires.

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Selbst- und Fremdbilder in der Fremdsprachendidaktik am Beispiel des DaF-Unterrichts in Polen

“…Der vorliegende Beitrag hat zum Ziel, die Antwort auf die Frage zu erteilen, ob überhaupt, und wenn ja, in welchem Ausmaß, das (intensive) Erlernen der deutschen Sprache und das (un)mittelbare Kennenlernen der deutschen Kultur (sowohl in der Heimat der Lernenden als auch im Zielsprachenland) zu einem positiven Wandel des Deutschlandbildes der Polen führt. Der Beitrag beginnt mit theoretischen Überlegungen zum Wesen von Selbst-und Fremdbildern, die wegen des empirischen Charakters des Artikels sowie seines begrenzten Umfangs eher als Umriss der Problematik denn als ausführliche Erörterung anzusehen 1 Siehe dazu Adamczak-Krysztofowicz & Mihułka (2019a, 2019b, Róg (2018). Diese Veröffentlichungen bieten einen Überblick über den Stand der Forschung zur Umsetzung des interkulturellen Lernens im Fremdsprachenunterricht (hauptsächlich im DaF-Unterricht) in Polen in den letzten zwei Jahrzehnten.…”