Slovak Language Teaching in Italy in the Context of Slovak-Italian Cultural Relationships

2021 ◽  
Vol 48 (2) ◽  
pp. 191-202
Author(s):  
Dagmar Kročanová ◽  
Keyword(s):  
Slovak Republic ◽  
Language Teaching ◽  
Current Situation ◽  
Initial Part ◽  
Honorary Doctorate ◽  
Language And Culture ◽  
Culture Teaching ◽  
History Of ◽  
University Of Rome ◽  
Slovak Language

The initial part of the paper describes the history of Slovak language and culture teaching in Italy, namely, Slovak lectorates at University of Naples L´Orientale, University of Rome Sapienza, and University of Bologna in Forlì. The central part of the paper discusses the foundation, development and activities of the most recent lectorate, founded in 2006, and currently affiliated with the Department of Interpreting and Translating at University of Bologna in Forlì. The paper mentions the circumstances related to the foundation of the lectorate, especially the message of Alexander Dubček (1921 – 1992) upon whom University of Bologna conferred the honorary doctorate in 1988. The paper discusses various activities of the lectorate (language teaching, research and publishing, promoting Slovakia and Slovak culture). It mentions the collaboration with Slovak and Italian institutions, including the Embassy of Slovak Republic in Rome, Slovak Institute in Rome and Honorary Consulate of Slovak Republic in Forlì. The final part of the paper mentions the current situation and perspectives of Slovak studies in Italy.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

Introduction

2017 ◽  
Author(s):  
Rebecca Skreslet Hernandez
Keyword(s):  
Discourse Analysis ◽  
Literary Criticism ◽  
Analytical Framework ◽  
Religious Studies ◽  
Current Situation ◽  
Secondary Literature ◽  
Interdisciplinary Methods ◽  
Legal Thought ◽  
History Of ◽  
Modern Egypt

This introduction sets out the scope of the book’s argument and explains why Jalāl al-Dīn al-Suyūṭī is such an interesting figure in the history of Islamic legal thought. It describes the reception of al-Suyūṭī’s work at home in Cairo and abroad as well as his lasting legacy. It outlines the analytical framework and the importance of interdisciplinary methods, including discourse analysis, sociolinguistics, anthropology, history, religious studies, and literary criticism to the argument of the book. An explanation of how al-Suyūṭī’s life can inform our understanding of the current situation in modern Egypt is followed by a review of the secondary literature and a full outline of each chapter.

scholarly journals Afrikaans as universiteitstaal: Onlangse ontwikkelinge in historiese en internasionale perspektief

Literator ◽  
1994 ◽  
Vol 15 (1) ◽  
pp. 33-58 ◽  
Author(s):  
J. C. Steyn
Keyword(s):  
South African ◽  
Political Power ◽  
Language Community ◽  
Language And Culture ◽  
The Past ◽  
South African Universities ◽  
History Of ◽  
Official Status

A study of the history of South African universities from 1918 to 1948 showed that six factors influenced the use of a particular language as a language medium at a university, namely economic and political power, as well as the number of people in the language community (which determines matters such as the official status of the language and the availability of money for universities), lecturers' and students ’ knowledge of the language, its position as scholarly language, language loyalty and attitudes toward other languages and the support enjoyed by language and related ideologies. Whereas these factors were reasonably favourable for Afrikaans universities in the past, they currently pose a threat to the survival of Afrikaans-medium universities. The standpoint is defended that retaining Afrikaans as educational and scholarly language should be an important factor when making decisions on universities. The tension between internationalisation and retention of the own language and culture is also topical in Europe, and steps have been taken to try to protect the retention of Dutch as language medium at Dutch and Flemish universities.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

scholarly journals The 2009 Late Blight Pandemic in the Eastern United States – Causes and Results

Plant Disease ◽  
2013 ◽  
Vol 97 (3) ◽  
pp. 296-306 ◽  
Author(s):  
W. E. Fry ◽  
M. T. McGrath ◽  
A. Seaman ◽  
T. A. Zitter ◽  
A. McLeod ◽  
...  
Keyword(s):  
United States ◽  
Late Blight ◽  
Phytophthora Infestans ◽  
Current Situation ◽  
Causal Agent ◽  
Community Supported Agriculture ◽  
Eastern United States ◽  
Tomato Crop ◽  
History Of ◽  
Mainstream Press

The tomato late blight pandemic of 2009 made late blight into a household term in much of the eastern United States. Many home gardeners and many organic producers lost most if not all of their tomato crop, and their experiences were reported in the mainstream press. Some CSAs (Community Supported Agriculture) could not provide tomatoes to their members. In response, many questions emerged: How did it happen? What was unusual about this event compared to previous late blight epidemics? What is the current situation in 2012 and what can be done? It's easiest to answer these questions, and to understand the recent epidemics of late blight, if one knows a bit of the history of the disease and the biology of the causal agent, Phytophthora infestans.

25 years of the Institute of Slavic Studies of the Slovak Academy of Sciences

2020 ◽  
Vol 15 (3-4) ◽  
pp. 226-235
Author(s):  
Marina M. Valentsova ◽  
Elena S. Uzeneva
Keyword(s):  
Middle Ages ◽  
Scientific Work ◽  
25Th Anniversary ◽  
Religious Texts ◽  
Language And Culture ◽  
Slavic Languages ◽  
Language History ◽  
History Of ◽  
Academy Of Sciences ◽  
Slavic Studies

The essay was written to mark the 25th anniversary of the Slavic Institute named after Jan Stanislav SAS (Bratislava). The Institute was founded to conduct interdisciplinary research on the relationships of the Slovak language and culture with other Slavic languages and cultures, as well as to study the Slovak-Latin, Slovak-Hungarian, and Slovak-German cultural and linguistic interactions in ancient times and the Middle Ages. The article introduces the main milestones in the formation and development of the Institute, its employees, the directions of their scientific work, and their significant publications. The main areas of research of the Slavic Institute (initially the Slavic Cabinet) cover linguistics (lexicography, history of language), history, folklore, cultural studies, musicology, and textology. Much attention is paid to the annotated translation of foreign religious texts into Slovak. A valuable contribution of the Institute to Slavic Studies is the creation of a database of Cyrillic and Latin handwritten and printed texts related to the Byzantine-Slavic tradition in Slovakia.

Living With Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms

2001 ◽  
Vol 19 (1) ◽  
pp. 01 ◽  
Author(s):  
Roumiana Ilieva
Keyword(s):  
Second Language ◽  
Participant Observation ◽  
Language Education ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Community Culture ◽  
Language And Culture ◽  
Second Language Education ◽  
Culture Teaching ◽  
Language Classrooms

On the basis of personal experiences with immigration and current conceptualizations of culture in anthropological and culture teaching literature, this article outlines an approach to cultural instruction in adult second-language education, named "culture exploration," which calls for the recognition of ambiguity embedded in cross-cultural encounters. Culture exploration consists of employing techniques of ethnographic participant observation in and outside the classroom and holding reflective, interpretive, and critical classroom discussions on students' ethnographies. It is argued that through culture exploration students can develop an understanding of humans as cultural beings, of the relationship between language and culture, and of the necessity of living with the uncertainty inherent in cross-cultural interactions. Through this process of naming their experience of the target community culture and reflecting on it, it is hoped that students will be in a position to develop their own voice and will be empowered to act to fulfill their own goals in their new environment.

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