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The author believes that Central Europe is a region stretching from the Alps − Adriatic Sea as far as the Baltic Sea. (= the Amber road region.) From a linguistic viewpoint Central Europe is a language union, predominantly affected by the German language. The characteristics of this union are: linguistic purism, the belt of composite languages, the belt of languages with affix sequences, with preverbs, a unification in the rectio system.
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Communicative competence is the ability to use language adequately in each communicative situation. Apart from linguistic competence, which allows the user to build grammatically and semantically correct utterances, it also includes cultural knowledge relating to the social context, in which language is used. A high level of communicative competence is an important element of the presentation of the message sender, which enhances and facilitates interpersonal contacts and enables a more extensive use of the knowledge accumulated in the language by the cultural community. The purpose of this article is to define communicative competence and to provide examples of educational practice which question the supportive role of schools in developing children’s language skills.
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Although it is easy to fathom why Eurolinguistic research tends to concern what is called Standard Average European (see Haspelmath 2001) rather than peripheral non-Indo-European languages of Europe this author’s opinion is that a closer look precisely at the latter makes the linguistic picture of Europe more interesting, more true and more complex. At the same time a few methodological questions arise. Some of them are presented and (partially) discussed in this study.
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The 129th volume of Studia Linguistica Universitatis Iagellonicae Cracoviensis contained an annotated edition of a previously unpublished paper by one of the “fathers” of modern Altaic studies, W. Kotwicz, written, it appears, around 1938 (K. Stachowski 2012). The edition is a critical one, and an attempt at conveying to the reader as accurately as possible what Kotwicz had intended to publish, i.e. what he might have considered to be the completed text. In my opinion, the editor has fully succeeded in this.
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The author of this text presents the causes of stereotyping the Roma, the consequences of such attitudes, and suggests possibilities for active counteraction and changing the current situation. He analyzes the chosen concepts of cultural difference. He presents examples of stereotypes, the reasons for non-acceptance, the social situation of the Roma. He indicates the activities of the Foundation for Social Integration PROM as the proposal for change. He describes the project of social campaign carried out by this organization and the results of the evaluation at the end of its part.
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The present text gives an overview of the European context of language education in the last quarter of the 20th century and presents the main trends in the European language policy conducted by the Council of Europe and the European Union. The impact of the situation on the teaching profession and challenges posed by dynamic socio-political changes are then discussed as well as the support offered by enabling institutions such as the European Centre for Modern Languages in Graz. Open questions and controversies are also identified calling for future research. The text ends with a list of implications for the future of the profession as well as for pre- and in-service teacher education.
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This paper is generally about the two fundamental ways of expressing ideas in academic discourse, i.e. either through stating things in terms of the conceptual pattern: X IS Y, or in terms the pattern X IS LIKE Y. The former, though much widespread in the said discourse is argued to be fundamentally false as it produces statements of the predicative (absolutive) type, which as the article shows, is not within the grasp of human reasonable mind. Instead, what is suggested is the pattern X IS LIKE Y, which by containing a pivotal element “like” guarantees the discourse to be at most approximative rather than predicative of the Truth. The general claim is that academic discourse, being essentially speculative, should stylistically reflect the aforementioned “be like” strategy in the description of things rather than “to be” strategy. The latter, as argued below, does a lot of harm to academic discussion as it is groundlessly authoritarian and as such appears as inadequate vehicle in the description of the world. This proviso applies both to sciences and humanities, contrary to the common stereotype. The claim in this paper is that both sciences and humanities operate at the level of facts. This stands in opposition to a popular belief, where facts are the realm of sciences, while non-facts the prerogative of the humanities.The overall argument is contextualized in relation to the discussion of the selected excerpts of classic monographs within Translation Studies, which in its history aspired to be both “scientific” and “scholarly”. The analysis of the excerpts will demonstrate the pitfalls of the academic narrative, where the formulation of the ideas in a non-speculative way may disturb the reception of the argument in a sense that it is received as the only indisputable “truth”. This may, in turn, lead, to the suppression of the academic debate in which the two options emerge, i.e. either to accept a given view or reject it (as implicated in the formula X IS Y or X IS NOT Y, respectively). This yields no room for academic speculation. If this academic speculation is to survive, it should be implicated in the formula X IS LIKE Y, which as the claim goes, is the only intellectual tool upon which humans should rely in the process of approximating the Truth.
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The article contains the characteristics of the figure and the choice of utterances of Patch Adams (world-renowned physician, educator and philanthropist) on contemporary social problems, including inequalities in access to goods, medical care and education; the impact of television on viewers; medical personnel relationships with patients. In his statements, Patch is seen as controversial, social activist, whose views are based on the idea of revolution of love and philosophy of love, the way to which should be education.
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The main purpose of this paper is to present educational project “Through the difficulties to the stars”, in the context of inclusive education assumptions. The authors of the article begin with showing the issue of diversity and inclusion in education and inclusive education assumptions. Afterwards they present the idea of the project “Through the difficulties to the stars”. The last part of the paper is enriched by the project participants’ statements about their experiences connected with participation in the initiative.
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The text constitutes the attempt to emphasize once again the phenomenon of multiculturalism in education, and the accepted thesis is the following: the last programme changes associated with the liquidation of cross-curricular paths in primary and secondary schools do not conduce to the realization of the content related to cultural diversity in the educational process. This article shows the chosen elements of different European education systems in terms of changes and new look at progressive multi-cultural societies. The attention was mostly paid to Polish educational solutions, especially the new core curriculum. In this context, the results of the study on the implementation of information related to multiculturalism in the schools of the region of Podlasie have been presented.
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The article raises the issue of education of foreign students in the Polish education system. I believe that, despite the assurances of equality of educational opportunities for foreign students in the Polish law, in practice, the chances of these students are much smaller than the Polish citizens, especially because of the language barrier and the lack of preparation of schools and teachers to educate migrants. To confirm this thesis, the results of the research conducted with teachers working in public primary schools in Bialystok, in which foreign children study have been presented. Finally, the solutions that should be implemented, according to the surveyed teachers, to equalize educational opportunities for foreign students have been shown.
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The article discusses the actions of teachers aimed at equalizing educational opportunities of students from rural areas. The analysis relies on the empirical research conducted in the rural schools located in Kielce County. The article is based on the pedagogy of emancipation, and within this pedagogy, on the emancipation theory of education presented by M. Czerepaniak-Walczak. The results of the research showed insufficient knowledge of the teachers working in the country, regarding educational inequalities, the existence of factors impeding education of children and youth, as well as the possibilities to reduce these disparities. The reason for such a situation might be the fact that Polish teachers are not appropriately prepared to face many new problems and challenges.
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The educational reason for writing this text was classes run by means of tutoring. The aim of the paper is to inspire all the people interested in the state of Polish system of education, to read the book by Eugenia Potulicka titled NEOLIBERAL REFORMS IN EDUCATION IN THE UNITED STATES OF AMERICA. FROM RONALD REAGAN TILL BARACK OBAMA. This publication constitutes a contribution into the discussion on contemporary educational policy, in which introduction of neoliberal reforms in the global scope is very characteristic. The book content allows to identify the educational policy of the United States and to compare a lot of similarities between educational solutions implemented in our country. Their critical analysis, presented in this work, will allow the reader to understand the causes of deepening inequalities in the access to education in Poland.
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The article contains the report of scientific conference ONE HUNDRED QUESTIONS ABOUT CREATIVITY and the analysis of reasons why it is worthy to encourage and engage students in organization of diversified scientific initiatives. In such forms of activities students and academics become real partners in the process of acquiring knowledge and experience. These activities constitute not only the opportunity for real creativity and multilateral transgressions, but also the university community that is great and uncontested value and tradition.
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