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Author: Françoise Abdel-Fattah
Publisher:
ISBN:
Category :
Languages : fr
Pages : 830
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Book Description
La prise de conscience, diffuse et récente, des enjeux de l’enseignement des langues et cultures étrangères a favorisé la diffusion des finalités interculturelles de ces enseignements. Cette constatation s’applique aussi à la problématique de l’enseignement du français et de la culture française en Jordanie où la perspective civilisationniste traditionnelle est encore en vigueur. De plus, la distance importante qui marque les systèmes culturels français et jordaniens favorise l’émergence et la consolidation de représentations culturelles stéréotypées. La situation d’enseignement de la culture française en Jordanie se caractérise ainsi par la mise en présence de deux conceptions des comportements en société correspondant à des lectures du monde différentes. La démarche interculturelle en didactique des langues et des cultures inscrit l’enseignement de la culture cible dans la problématique de l’altérité et de la mise en contact d’individus porteurs d’identités spécifiques déterminées par leur appartenance à une communauté culturelle donnée. La prise en compte des représentations sur les cultures cible et source devient ainsi un axe central de l’éducation à la perception de l’altérité. L’enseignant se trouve investi d’un rôle de médiation entre les discours des différents acteurs intervenant dans le contrat didactique. Notre travail de recherche a pour objectifs la mise en évidence du contenu et des sources des représentations des apprenants jordaniens sur la culture française et sur leur propre culture. Certaines de nos conclusions pourraient être utilisées pour l’élaboration de programmes d’enseignement culture française en milieu alloglotte
Author: Françoise Abdel-Fattah
Publisher:
ISBN:
Category :
Languages : fr
Pages : 830
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Book Description
La prise de conscience, diffuse et récente, des enjeux de l’enseignement des langues et cultures étrangères a favorisé la diffusion des finalités interculturelles de ces enseignements. Cette constatation s’applique aussi à la problématique de l’enseignement du français et de la culture française en Jordanie où la perspective civilisationniste traditionnelle est encore en vigueur. De plus, la distance importante qui marque les systèmes culturels français et jordaniens favorise l’émergence et la consolidation de représentations culturelles stéréotypées. La situation d’enseignement de la culture française en Jordanie se caractérise ainsi par la mise en présence de deux conceptions des comportements en société correspondant à des lectures du monde différentes. La démarche interculturelle en didactique des langues et des cultures inscrit l’enseignement de la culture cible dans la problématique de l’altérité et de la mise en contact d’individus porteurs d’identités spécifiques déterminées par leur appartenance à une communauté culturelle donnée. La prise en compte des représentations sur les cultures cible et source devient ainsi un axe central de l’éducation à la perception de l’altérité. L’enseignant se trouve investi d’un rôle de médiation entre les discours des différents acteurs intervenant dans le contrat didactique. Notre travail de recherche a pour objectifs la mise en évidence du contenu et des sources des représentations des apprenants jordaniens sur la culture française et sur leur propre culture. Certaines de nos conclusions pourraient être utilisées pour l’élaboration de programmes d’enseignement culture française en milieu alloglotte
Author: Unesco
Publisher: UNESCO
ISBN: 9231040774
Category : Social Science
Languages : en
Pages : 418
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Book Description
This report analyses all aspects of cultural diversity, which has emerged as a key concern of the international community in recent decades, and maps out new approaches to monitoring and shaping the changes that are taking place. It highlights, in particular, the interrelated challenges of cultural diversity and intercultural dialogue and the way in which strong homogenizing forces are matched by persistent diversifying trends. The report proposes a series of ten policy-oriented recommendations, to the attention of States, intergovernmental and non-governmental organizations, international and regional bodies, national institutions and the private sector on how to invest in cultural diversity. Emphasizing the importance of cultural diversity in different areas (languages, education, communication and new media development, and creativity and the marketplace) based on data and examples collected from around the world, the report is also intended for the general public. It proposes a coherent vision of cultural diversity and clarifies how, far from being a threat, it can become beneficial to the action of the international community.
Author: A. Babs Fafunwa
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 178
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Book Description
Author: Moha Ennaji
Publisher: Springer Science & Business Media
ISBN: 9780387239798
Category : Education
Languages : en
Pages : 274
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Book Description
In this book, I attempt to show how colonial and postcolonial political forces have endeavoured to reconstruct the national identity of Morocco, on the basis of cultural representations and ideological constructions closely related to nationalist and ethnolinguistic trends. I discuss how the issue of language is at the centre of the current cultural and political debates in Morocco. The present book is an investigation of the ramifications of multilingualism for language choice patterns and attitudes among Moroccans. More importantly, the book assesses the roles played by linguistic and cultural factors in the development and evolution of Moroccan society. It also focuses on the impact of multilingualism on cultural authenticity and national identity. Having been involved in research on language and culture for many years, I am particularly interested in linguistic and cultural assimilation or alienation, and under what conditions it takes place, especially today that more and more Moroccans speak French and are influenced by Western social behaviour more than ever before. In the process, I provide the reader with an updated description of the different facets of language use, language maintenance and shift, and language attitudes, focusing on the linguistic situation whose analysis is often blurred by emotional reactions, ideological discourses, political biases, simplistic assessments, and ethnolinguistic identities.
Author: Mansouri, Fethi
Publisher: UNESCO Publishing
ISBN: 923100218X
Category :
Languages : en
Pages : 324
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Book Description
Author: Mirjam Hauck
Publisher: Research-publishing.net
ISBN: 2490057804
Category : Foreign Language Study
Languages : en
Pages : 177
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Book Description
The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology.
Author: Chanthalangsy, Phinith
Publisher: UNESCO Publishing
ISBN: 9231010069
Category : Philosophy
Languages : en
Pages : 236
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Book Description
Author: Leila Aboulela
Publisher: Open Road + Grove/Atlantic
ISBN: 1555848400
Category : Fiction
Languages : en
Pages : 208
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Book Description
A New York Times Notable Book: “Aboulela’s lovely, brief story encompasses worlds of melancholy and gulfs between cultures” (Kirkus Reviews, starred review). American readers were introduced to the award-winning Sudanese author Leila Aboulela with Minaret, a delicate tale of a privileged young African Muslim woman adjusting to her new life as a maid in London. Now, for the first time in North America, we step back to her extraordinarily assured debut about a widowed Muslim mother living in Aberdeen who falls in love with a Scottish secular academic. Sammar is a Sudanese widow working as an Arabic translator at a Scottish university. Since the sudden death of her husband, her young son has gone to live with family in Khartoum, leaving Sammar alone in cold, gray Aberdeen, grieving and isolated. But when she begins to translate for Rae, a Scottish Islamic scholar, the two develop a deep friendship that awakens in Sammar all the longing for life she has repressed. As Rae and Sammar fall in love, she knows they will have to address his lack of faith in all that Sammar holds sacred. An exquisitely crafted meditation on love, both human and divine, The Translator is ultimately the story of one woman’s courage to stay true to her beliefs, herself, and her newfound love. “A story of love and faith all the more moving for the restraint with which it is written.” —J. M. Coetzee
Author:
Publisher:
ISBN: 9782915825268
Category : Cyberspace
Languages : en
Pages :
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Book Description
Author: Rosamond Mitchell
Publisher: Lulu.com
ISBN: 1329430441
Category : Education
Languages : en
Pages : 311
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Book Description
Study and residence abroad are important for adult second language learning, promoting oral skills, fluency and sociopragmatic competence in particular, alongside broader intercultural competence. However learner achievements during residence abroad are variable and cannot be fully understood without attention to the social settings in which learners engage, and the social networks they develop. This edited collection explores the relationship between sociocultural experience, identity and language learning among student sojourners abroad. Three broad themes are identified: the contribution of different settings (host families, student exchanges, work placements etc) to language learning opportunity; the role of social networks in sojourners' language practices and learning success; and their evolving social identities. The book is relevant for a readership interested in informal second language learning, as well as for managers of residence abroad programmes.
