Примењена лингвистика у част Ранку Бугарском - Језик у

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György Szépe: MOTHER TONGUE COMPETENCE AND SOCIO-PROFESSIONAL... Terestyéni, Tamás (1987). An inquiry into the role of written word in Hungarian cultural communication. UNESCO Prospects XVII/2: 223-232. Tickoo, Makhan L. (1995). Kashmiri, a majority-minority language: An exploratory essay. In: Linguistic Human Rights. Overcoming Linguistic Discrimination (T. Skutnabb-Kangas, R. Phillipson, eds), 317-333. Đerđ Sepe 230 ZNANJE MATERNJEG JEZIKA I DRUŠTVENO-PROFESIONALNA INTEGRACIJA U ZAJEDNICU Rezime Ovaj prilog je nastao razradom i mestimičnim ažuriranjem predavanja održanog na naučnom skupu Etats Généraux des Langues u Parizu 1989. godine. Tekst se sastoji od niza cigala uzetih iz više disciplina, a potrebnih za izgrađivanje konteksta u koji je smeštena naslovna problematika. Ova linearna strategija objašnjava njegovu mozaičku strukturu. Polazeći od obrazovanja na maternjem jeziku (na osnovu iskustava prikupljenih u Mađarskoj), izdvajaju se tri glavna stepena jezičke socijalizacije: porodica, škola i radno mesto. Ukazuje se na razliku između jezičke socijalizacije i opšte društvene integracije. Posebna pažnja se poklanja problemima jezičke diskriminacije, koja za posledicu može imati funkcionalnu nepismenost (prema rezultatima prvog takvog istraživanja u Mađarskoj, koje je obavio dr T. Terestyéni). Zatim se ističu različiti obrazovni zahtevi u vezi s jezičkim položajem imigranata, s naročitim obzirom na probleme njihove društveno-profesionalne integracije u novu zajednicu. Ovome se dodaju razne napomene o obrazovanju dece na maternjem jeziku, kao i o problemima jezičkog obrazovanja odraslih. Uključivanje strukovnog jezika (LSP) u nastavu maternjeg jezika autor vidi kao jednu od korisnih inovacija. Po autorovom mišljenju, revolucionarne promene su potrebne za delotvorno obrazovanje na maternjem jeziku u novim tehničkim i komunikacijskim uslovima koje donosi XXI vek. Ključne reči: obrazovanje na maternjem jeziku, jezička socijalizacija, zajednica, integracija, profesija, imigranti, jezičko obrazovanje odraslih, jezik za posebne namene. György Szépe Department of Linguistics, University of Pécs e-mail: szepe.gyorgy@chello.hu
Tatjana Paunović UDK 81`33 INTERCULTURAL COMMUNICATIVE COMPETENCE: BEYOND QUEEN, QUEUING, AND CRUMPETS 1 Abstract. Developing intercultural communicative competence (ICC) is a difficult task for L2 learners: it involves an understanding of what culture comprises, positive attitudes towards cultural diversity, and sundry communicative skills. It is a difficult task for L2 teachers, too, since they need to guide students through this development. Therefore, ICC training should be a substantial part of L2 teacher education. This paper presents a study of the papers produced by 40 English Department students during an ICC course, implemented for the first time as part of their pre-service education. Qualitative content analysis was used to identify the concepts that could indicate the ideas, cultural elements, and communicative contexts students found relevant, thus revealing their cultural sensitivity, their attitudes towards cultural differences, and their critical cultural awareness. The results are discussed in the context of EFL teacher education. Keywords: intercultural communicative competence, critical approach, ethnographic approach, qualitative content analysis, L2 teacher education. 1. Introduction: Intercultural communicative competence For several decades, intercultural communicative competence (ICC) (Byram 1997) has been more and more widely promoted as a vital goal in language education. Although language and culture have always been seen as inseparable (Byram 2003: 57) and intertwined in very complicated ways (cf. Bugarski 2005), with the increasingly complex and pressing global interchange the very notion of culture and what it comprises is being re-defined, and so are the views on how it should be included in L2 teaching and learning. In the ‘shrinking world of the twenty-first century’ (Chen & Starosta 2008: 215), it has become obvious that, in order to respond to varied communicative contexts in effective and appropriate ways (Chen & Starosta 2008: 217), L2 learners need wider and more complex competences, since they are required to act as ‘language and cultural mediators’ (Coperías Aguilar 2007:77). 1 The article was done under scientific project No. 178002, Ministry of Science and Technological Development. 231
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PRIMENJENA LINGVISTIKA U ČAST RANK
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NOVA SERIJA IZ PRIMENJENE LINGVISTI
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SADRŽAJ / CONTENTS Nova serija iz
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Tatjana Paunović Intercultural com
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PRIMENJENA LINGVISTIKA U ČAST RANK
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JEZIK U UPOTREBI / LANGUAGE IN USE
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APPLIED LINGUISTICS IN HONOUR OF RA
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26 BIOGRAFIJA RANKA BUGARSKOG 10. M
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Ranko Bugarski: SELEKTIVNA BIBLIOGR
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Ranko Bugarski UDK 81`33 PRIMENJENA
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Ranko Bugarski JEZIK U UPOTREBI / L
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Victor A. Friedman UDK 81`27 FROM T
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3. Anglosrpski i Serglish/sergliš
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Tijana Ašić: O JEZIKU I MIŠLJENJ
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Vlasta Erdeljac: VRIJEDNOST JEZIČN
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David Crystal: SOUNDING OUT SHAKESP
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Plemenka Vlahović: NAZIVI RAZDOBLJ
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