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Nagy Judit (Károli Gáspár University of the Reformed Church in Hungary), BÁnhegyi MÁtyÁs (Károli Gáspár University of the Reformed Church in Hungary)
Transatlantic Intercultural Encounters : the Canadian- German-Hungarian Cultural Reader Project
Global Management Journal, 2011, vol. 3, nr 1/2, s. 30-36, rys., bibliogr. 12 poz.
Słowa kluczowe
Szkoły niepubliczne, Czytelnictwo, Pluralizm kulturowy, Wielokulturowość, Kształcenie nauczycieli
Private school, Readership, Cultural pluralism, Multicultural, Education of teachers
Kanada, Niemcy, Węgry
Canada, Germany, Hungary
The Canadian-German-Hungarian Cultural Reader is a teaching resource pack for any teacher and student interested in cultures in general and cultural diversity. The Reader is ideal as a supplement to general-purpose English and business English language courses, to intensive language programs, language camps as well as German and Hungarian heritage classes in Canada. For the teacher, the Reader comes with a Teacher's Notes containing hints and tips, keys, sources, background information and websites to consult. The present study touches upon the project leading up the production of the Reader, describes the Reader and the Teacher's Notes in more detail, focuses on their use and discusses their dissemination. (original abstract)
Dostępne w
Biblioteka Główna Uniwersytetu Ekonomicznego w Poznaniu
Pełny tekst
  1. Kramsch, C., Culture in language learning: A view from the states, In: de Boot, K., Ginsberg, R. B. and Kramsch, C., Foreign language research in cross-cultural perspective, John Benjamin, 1991, pp. 217-240.
  2. Damen, L., Closing the Language and Culture Gap: An Intercultural-Communication Perspective. In: Lange, D. and Paige, R. M., Culture as the Core-Perspectives on Culture in Second Language Learning, Information Age Publishing, 2003.
  3. Gochenour, T. and Janeway, A., Seven Concepts in Cross-Cultural Interaction: A Training Design. In: Gochenour, T. Beyond Experience, Intercultural Press, 1993.
  4. Byram, M. and Morgan, C. et al. Teaching and Learning Language and Culture, Multilingual Matters, 1994.
  5. Hinkel, E., Culture in Second Language Teaching and Learning, Cambridge University Press, 2000.
  6. Sárosdy, J., Farczádi, T. B., Poór, Z. and Vadnay, M., Applied Linguistics I, Bölcsész Konzorcium, 2006.
  7. Gay, G., Preparing for culturally responsive teaching, Journal of Teacher Education, 53(2), 2002, pp. 106-116.
  8. Lange, D. Implications of Theory and Research for the Development of Principles for Teaching and Learning Culture in Second Language Classrooms, In: Lange, D. and Paige, R. M., Culture as the Core-Perspectives on Culture in Second Language Learning, Information Age Publishing, 2003, pp. 271-336.
  9. Brown, M. R., Educating all students: Creating culturally responsive teachers, classrooms, and schools, Intervention in School and Clinic, 43(1), 2007, pp. 57-62.
  10. Moran, P. R., Teaching Culture: Perspectives in Practise, Heinle and Heinle, 2001.
  11. Amor, S. Authenticity in the language classroom, Der fremdschprachliche Unterricht Englisch, 33(5), 1999, pp. 4-10.
  12. Peacock, M. The effect of authentic materials on the motivation of EFL learners, ELT Journal 51, 1999, pp. 144-154.
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