Questioning Questions in Autobiographies of Intercultural Encounters

2021 ◽  
Vol 6 (1) ◽  
pp. 47-59
Author(s):  
Paola Rivieccio
Keyword(s):  
Council Of Europe ◽  
Young Learners ◽  
Intercultural Encounters ◽  
Intercultural Experiences

In this article, the author analyzes the discursive forms of the Autobiographies for Intercultural Encounters Young Version (AIEY), which has been developed by the Council of Europe (COE) to encourage young learners to become aware of their intercultural experiences. She tried to analyze both AIEY's questions and 100 ten-years-old children's answers. The aim is to understand the kind of discourse that the AIEY encourages about intercultural encounters and the extent to which it could have affected the pupils' answers.

scholarly journals PLURILINGUAL EDUCATION TODAY: A PERSPECTIVE OF TEACHING INTERCULTURAL COMPETENCE IN GERMAN AFTER ENGLISH TO STUDENT INTERPRETERS/ TRANSLATORS

2020 ◽  
pp. 45-54
Author(s):  
Nina Voievodina
Keyword(s):  
Intercultural Competence ◽  
Teaching Practice ◽  
Real Life ◽  
Special Focus ◽  
Council Of Europe ◽  
Language Pedagogy ◽  
Professional Needs ◽  
Intercultural Encounters ◽  
Education Today ◽  
Different Cultures

With plurilingual and pluricultural competences enjoying ever rising status reflected in the documents of Council of Europe, the processes of learning second or third foreign languages are in the focus of researchers’ scrutiny. Since German is most frequently taught after English (GaE) both in Europe and Ukraine, German language pedagogy promotes more effective intercultural learning of German. The paper aims to analyze approaches to teaching GaE offered by German applied linguists: structure of intercultural competence (ICC), objectives and methods of teaching ICC, with a special focus on the professional needs and ways to build ICC of student interpreters/translators. The critical analysis conducted provides evidence of a shift in teaching ICC as acquiring knowledge about “capital-letter” culture towards mastering pragmatics of intercultural interaction. The most common methods used to achieve this goal are teams of students. Professional needs, learning background and specifics of translators’ cognitive processes are considered to maximize ICC learning of student interpreters/translators. Since an interpreter / translator is viewed as a mediator between representatives of different cultures, the author formulates prerequisites of building their ICC in communicative activities simulating real-life intercultural encounters. The most accessible way of building ICC in Ukrainian schools of linguistics is a role-play. The author provides several examples of role plays, which appeared effective in her teaching practice, and calls for broadening the repertoire of methods employed.

scholarly journals Intercultural Dialogicity in Maritime English Course Materials

10.29007/bfgg ◽  
2018 ◽  
Author(s):  
Ana Bocanegra-Valle
Keyword(s):  
Intercultural Dialogue ◽  
Shipping Industry ◽  
Intercultural Communicative Competence ◽  
Council Of Europe ◽  
Web Based ◽  
Intercultural Awareness ◽  
Course Materials ◽  
Intercultural Encounters ◽  
Maritime English ◽  
Teaching Learning

This paper explores how intercultural awareness is raised in Maritime English (henceforth, ME) higher education courses and, particularly, how the “intercultural dialogue” (Council of Europe, 2008) is fostered in ME materials. Interculturality and its impact upon the maritime profession is a major concern for the shipping industry as multilingual and multicultural crews prevail aboard ships. Four teaching/learning resources have been targeted: the latest ME textbook (Grice, 2012), a web-based ME learning tool (MarEng, 2007-2010), a recently launched online platform offering ME learning materials (SeaTALK, 2015), and the latest edition of a full Model Course programme on ME (IMO, 2015). The results obtained help to assess if, and to what extent ME language teaching materials serve as “mediators of intercultural communicative competence” (Rico Troncoso, 2012: 130), providers of intercultural awareness, facilitators for intercultural encounters and creators of “spaces for intercultural dialogue” (Council of Europe, 2008: 46). Conclusions are expected to further research into intercultural dialogicity and provide researchers in other languages and ESP fields with guidance for assessing the presence of intercultural-related features in their own course materials.

Empowering language professionals: Current ECML projects

2011 ◽  
Vol 44 (3) ◽  
pp. 400-401
Author(s):  
Angela Hasselgreen ◽  
Keyword(s):  
Council Of Europe ◽  
Reading And Writing ◽  
Young Learners

The AYLLIT project (http://ayllit.ecml.at) was launched by the ECML in 2008, with the overall aim of producing material that teachers can use to establish the reading and writing level of young learners (YLs) between 9 and 13 years; the material will ultimately be linked to the CEFR (Council of Europe 2001).

Povertà educativa e Global Education. Riflessioni per uno scenario futuro

2020 ◽  
pp. 444-457
Author(s):  
Lorena Milani
Keyword(s):  
Global Education ◽  
Council Of Europe

L'approccio che noi proponiamo alla questione della povertà educativa intreccia sia gli obiettivi dell'Agenda 2030 per lo Sviluppo Sostenibile (Onu, 2015) sia quella della Global Education (Council of Europe, 2019) e dei diritti dei minori dichiarati nella Convenzione sui diritti dell'infanzia e dell'adolescenza (Onu, 1989). In questa prospettiva, indagheremo la questione della povertà educativa in termini non solo di mancanza di opportunità, di deprivazione e di qualità della vita, ma anche come deprivazione morale, di orientamenti e prospettive di vita, di qualità della proposta educativa e dei valori insiti in essa. Partendo dalla situazione attuale generata della pandemia del coronavirus, offriamo una lettura delle ricadute sulle povertà materiali e sulla povertà educativa, considerando anche le povertà altre. La prospettiva viene costruita attorno alla centralità dell'etica e all'ipotesi di un nuovo paradigma: il PEL (Prodotto Etico Lordo) cui è associata l'educazione alla sobrietà. In questa logica, la Global Education diviene approccio pedagogico per promuovere l'educazione alla cittadinanza globale per una vita degna e una dignità educativa

The European Charter of Local Self-Government

2015 ◽  
Author(s):  
Chris Himsworth
Keyword(s):  
Critical Study ◽  
The European Union ◽  
Future Prospects ◽  
Council Of Europe ◽  
International Treaty ◽  
Additional Protocol ◽  
Domestic Courts ◽  
The Status ◽  
History Of ◽  
Regional Authorities

The first critical study of the 1985 international treaty that guarantees the status of local self-government (local autonomy). Chris Himsworth analyses the text of the 1985 European Charter of Local Self-Government and its Additional Protocol; traces the Charter’s historical emergence; and explains how it has been applied and interpreted, especially in a process of monitoring/treaty enforcement by the Congress of Local and Regional Authorities but also in domestic courts, throughout Europe. Locating the Charter’s own history within the broader recent history of the Council of Europe and the European Union, the book closes with an assessment of the Charter’s future prospects.

IMPLEMENTATION OF ELECTRONIC MONITORING OF SENTENCED PERSONS IN THE SLOVAK REPUBLIC

2020 ◽  
Vol 10 (5) ◽  
pp. 59-75
Author(s):  
JAROSLAV KLÁTIK ◽  
◽  
LIBOR KLIMEK
Keyword(s):  
Restorative Justice ◽  
Electronic Monitoring ◽  
Slovak Republic ◽  
Pilot Project ◽  
Legal Regulation ◽  
European Level ◽  
Criminal Proceedings ◽  
Council Of Europe ◽  
Fourth Section ◽  
The Third

The work deals with implementation of electronic monitoring of sentenced persons in the Slovak Republic. It is divided into eight sections. The first section introduces restorative justice as a prerequisite of electronic monitoring in criminal proceedings. While the second section points out at the absence of legal regulation of electronic monitoring of sentenced persons at European level, the third section points out at recommendations of the Council of Europe addressed to European States. The fourth section analyses relevant alternative punishments in Slovak criminal justice. The fifth section introduces early beginnings of implementation of concerned system - the pilot project “Electronic Personnel Monitoring System” of the Ministry of Justice of the Slovak Republic. While the sixth section is focused on Slovak national law regulating electronic monitoring of sentenced persons - the Act No. 78/2015 Coll. on Control of the Enforcement of Certain Decisions by Technical Instruments, the seventh section is focused on further amendments of Slovak national law - namely the Act No. 321/2018 Coll. and the Act No. 214/2019 Coll. The last eight section introduces costs of system implementation and its operation.

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