{"id":770,"date":"2024-09-06T07:39:05","date_gmt":"2024-09-06T07:39:05","guid":{"rendered":"https:\/\/jazykyhravo.umb.sk\/?page_id=770"},"modified":"2024-11-25T18:39:31","modified_gmt":"2024-11-25T18:39:31","slug":"interkulturne-povedomie","status":"publish","type":"page","link":"https:\/\/jazykyhravo.umb.sk\/index.php\/interkulturne-povedomie\/","title":{"rendered":"interkult\u00farne povedomie"},"content":{"rendered":"\n

jazyky hravo<\/a> \u2013 ako u\u010di\u0165<\/a> – interkult\u00farne povedomie<\/p>\n\n\n\n

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Rozv\u00edja\u0165 interkult\u00farne povedomie \u017eiaka v mlad\u0161om \u0161kolskom veku<\/strong> v kone\u010dnom d\u00f4sledku znamen\u00e1 vies\u0165 ho k re\u0161pektovaniu a oce\u0148ovaniu rozmanitosti, citliv\u00e9mu vn\u00edmaniu \u017eivotnej reality \u013eud\u00ed z rozmanit\u00fdch kult\u00farnych a soci\u00e1lnych prostred\u00ed, rozpozn\u00e1vaniu a akt\u00edvnemu odmietaniu diskrimina\u010dn\u00e9ho spr\u00e1vania<\/strong>. K takto definovanej prierezovej interkult\u00farnej gramotnosti by mali smerova\u0165 u\u010ditelia v\u0161etk\u00fdch predmetov. U\u010ditelia cudz\u00edch jazykov s\u00fa postaven\u00ed pred t\u00fato \u00falohu aj v r\u00e1mci sociolingv\u00e1lnej zlo\u017eky komunik\u00e1cie, ktor\u00e1 pokr\u00fdva ako strat\u00e9gie vhodnej komunik\u00e1cie v r\u00f4znych situ\u00e1ci\u00e1ch, tak aj rozvoj interkult\u00farneho povedomia. To sa via\u017ee na \u201espr\u00e1vne pou\u017e\u00edvanie jazyka v prepojen\u00ed na spolo\u010densk\u00e9 konvencie, sociokult\u00farne podmienky, r\u00f4zne funk\u010dn\u00e9 \u0161t\u00fdly a umo\u017e\u0148uje vhodne a efekt\u00edvne komunikova\u0165 s \u013eu\u010fmi z in\u00e9ho kult\u00farneho prostredia\u201c (pozri \u0160t\u00e1tny vzdel\u00e1vac\u00ed program<\/a> pre z\u00e1kladn\u00e9 vzdel\u00e1vanie, 2023).<\/p>\n\n\n\n

AKO ROZV\u00cdJA\u0164 INTERKULT\u00daRNE POVEDOMIE \u2013 hravo a odborne?<\/strong><\/p>\n\n\n\n

S interkult\u00farnymi t\u00e9mami maj\u00fa \u017eiaci mo\u017enos\u0165 stret\u00e1va\u0165 sa v r\u00e1mci r\u00f4znych vzdel\u00e1vac\u00edch oblast\u00ed, ale predov\u0161etk\u00fdm po\u010das hod\u00edn cudzieho jazyka. S\u00faladne s t\u00e9mami v in\u00fdch predmetoch maj\u00fa hodiny jazykov v\u00fdborn\u00fd potenci\u00e1l vies\u0165 \u017eiakov k praktick\u00e9mu pou\u017e\u00edvaniu jazyka v ka\u017edodennom \u017eivote. Pokia\u013e u\u010dite\u013e \u017eiakom odha\u013euje interkult\u00farne obsahy v rozumnom rozsahu, zauj\u00edmav\u00fdmi met\u00f3dami a formami pr\u00e1ce, zabezpe\u010duje t\u00fdm ako jazykov\u00fa v\u00fdbavu, tak aj z\u00e1klady kritick\u00e9ho myslenia a rozvoj interkult\u00farneho povedomia. Naju\u017eito\u010dnej\u0161ie s\u00fa tak\u00e9 sp\u00f4soby spozn\u00e1vania in\u00fdch kult\u00far, ktor\u00e9 prirodzene ved\u00fa \u017eiaka k porovn\u00e1vaniu svojich interkult\u00farnych z\u00e1\u017eitkov a vedomost\u00ed s t\u00fdm, \u010do vie a za\u017e\u00edva vo svojej krajine.<\/p>\n\n\n\n

Ako oboznamova\u0165 \u017eiakov s r\u00f4znymi kult\u00farnymi zvyklos\u0165ami a odli\u0161nos\u0165ami?<\/strong><\/p>\n\n\n\n

V\u00fdborn\u00fdm sp\u00f4sobom, ako mlad\u0161\u00edch \u017eiakov oboznamova\u0165 s r\u00f4znymi soci\u00e1lnymi komunika\u010dn\u00fdmi zvyklos\u0165ami a kult\u00farami, je pr\u00e1ca s r\u00f4znymi pr\u00edbehmi, ktor\u00e9 vyber\u00e1me z liter\u00e1rnych diel pre deti alebo z re\u00e1lneho \u017eivota. Pre \u017eiakov s\u00fa ve\u013emi podnetn\u00e9 stretnutia sa \u2013 \u010di u\u017e fyzicky, alebo online \u2013 s tzv. \u201e\u017eiv\u00fdmi knihami\u201c (v tomto pr\u00edpade pr\u00edslu\u0161n\u00edkmi in\u00fdch kult\u00far) a diskusia s nimi. Samozrejme, mno\u017estvo pr\u00edle\u017eitost\u00ed pozn\u00e1va\u0165 re\u00e1lie o inej krajine poskytuj\u00fa audiovizu\u00e1lne a internetov\u00e9 zdroje.<\/p>\n\n\n\n

V \u010dom je \u0161pecifick\u00e9 rozv\u00edjanie interkult\u00farneho povedomia mlad\u0161\u00edch \u017eiakov?<\/strong><\/p>\n\n\n\n

Kult\u00fara, ktor\u00fa \u017eiakom mlad\u0161ieho \u0161kolsk\u00e9ho veku predstavujeme, sa odli\u0161uje rozsahom a obsahom od tej, s ktorou sa oboznamuj\u00fa star\u0161ie vekov\u00e9 kateg\u00f3rie. V prvom rade ju predstavujeme v \u010dinnostiach, ktor\u00e9 sa uskuto\u010d\u0148uj\u00fa dennodenne v spolo\u010dnosti os\u00f4b, zvierat a vec\u00ed z ich be\u017en\u00e9ho \u017eivota. S\u00fa v\u0161ak zna\u010dne odli\u0161n\u00e9 (priam v protiklade) so \u017eivotom inej kult\u00fary. Patria tam napr\u00edklad typick\u00e9 zemepisn\u00e9 n\u00e1zvy, n\u00e1zvy sviatkov, sp\u00f4soby osl\u00e1v, zdvorilostn\u00e9 gest\u00e1 vyjadruj\u00face pozdrav, neporozumenie, obavy a pod. Nov\u00e9 interkult\u00farne znalosti ved\u00fa die\u0165a k tomu, aby ich porovn\u00e1valo so svoj\u00edm kult\u00farnym z\u00e1zem\u00edm a vytv\u00e1ralo si pozit\u00edvny postoj ku kult\u00fare kraj\u00edn, v ktor\u00fdch sa komunikuje cudz\u00edm jazykom.<\/p>\n\n\n\n

Pre\u010do a ak\u00e9 poznanie o in\u00fdch kult\u00farach rozv\u00edjame vo v\u00fdu\u010dbe cudzieho jazyka u \u017eiakov?<\/strong><\/p>\n\n\n\n

Rozvoj interkult\u00farneho povedomia v cudzojazy\u010dnej v\u00fdu\u010dbe smeruje k formovaniu re\u0161pektuj\u00faceho postoja \u017eiakov k \u013eu\u010fom z rozmanit\u00fdch kult\u00farnych a soci\u00e1lnych prostred\u00ed.<\/p>\n\n\n\n

Vedomosti o in\u00fdch krajin\u00e1ch a o ich obyvate\u013eoch z\u00edskan\u00e9 na hodin\u00e1ch jazyka zni\u017euj\u00fa pocit cudzoty, roz\u0161iruj\u00fa obzor det\u00ed a redukuj\u00fa stereotypn\u00e9 zm\u00fd\u0161\u013eanie. Pozn\u00e1van\u00edm kult\u00farnych rozdielov dok\u00e1\u017eu lep\u0161ie prija\u0165 \u0161pecifickos\u0165 v komunika\u010dn\u00fdch zvyklostiach, celkovom spr\u00e1van\u00ed a \u017eivotnom \u0161t\u00fdle in\u00fdch kraj\u00edn. K overeniu doch\u00e1dza bu\u010f pri stretnutiach s de\u0165mi in\u00fdch kult\u00far, alebo nesk\u00f4r pobytom v zahrani\u010d\u00ed. Die\u0165a nebude poci\u0165ova\u0165 sklamanie \u010di prekvapenie v nov\u00fdch situ\u00e1ci\u00e1ch. Napr\u00edklad nebude sklaman\u00e9, ke\u010f sa stretne s \u00faplne in\u00fdmi jedlami a trad\u00edciami.<\/p>\n\n\n\n

Interkult\u00farna gramotnos\u0165 (prierezov\u00e1 t\u00e9ma v prim\u00e1rnom vzdel\u00e1van\u00ed) je s\u00fa\u010das\u0165ou jazykovej v\u00fdu\u010dby, preto je potrebn\u00e9, aby inform\u00e1cie a ich sp\u00f4sob podania boli prisp\u00f4soben\u00e9 veku die\u0165a\u0165a. Rozdiely v spr\u00edstup\u0148ovan\u00ed poznania o in\u00fdch kult\u00farach, obsahu a rozsahu uv\u00e1dzame v preh\u013eade v nasleduj\u00facej tabu\u013eke:<\/p>\n\n\n\n

Pr\u00edstup<\/td>Klasick\u00fd<\/td>Interakt\u00edvny<\/td><\/tr>
Kult\u00fara v osnov\u00e1ch\/ \u0161tandardoch<\/td>Vy\u010dlenen\u00e1 t\u00e9ma kult\u00fary, ktor\u00e1 sa vyu\u010duje samostatne ako \u0161pecifick\u00e1 t\u00e9ma.<\/td>Kult\u00farne znalosti s\u00fa ch\u00e1pan\u00e9 ako s\u00fa\u010das\u0165 cel\u00e9ho kurikula.<\/td><\/tr>
Cie\u013e<\/td>V\u0161\u00edmanie si jednotliv\u00fdch kult\u00farnych javov v po\u017eadovanom porad\u00ed s cie\u013eom nadobudn\u00fa\u0165 v\u0161eobecn\u00e9 vedomosti.<\/td>Spracovanie kult\u00farne autentick\u00e9ho a obsahovo bohat\u00e9ho textu ako pr\u00edprava pre pou\u017e\u00edvanie cudzieho jazyka (lingvistick\u00e1 zlo\u017eka je roz\u0161\u00edren\u00e1 o soci\u00e1lne  aspekty re\u00e1li\u00ed in\u00fdch kult\u00far).<\/td><\/tr>
Obsah<\/td>\u017diaci sa u\u010dia len o kult\u00fare cie\u013eov\u00e9ho jazyka.<\/td>\u017diaci sa opieraj\u00fa o vlastn\u00e9 kult\u00farne z\u00e1zemie, cez ktor\u00e9   interpretuj\u00fa kult\u00faru cie\u013eov\u00e9ho jazyka. Ide o interakciu medzi dvoma kult\u00farami, hovoriacimi dvomi odli\u0161n\u00fdmi jazykmi.<\/td><\/tr>
Sp\u00f4sob<\/td>Prezentovanie nov\u00fdch inform\u00e1ci\u00ed, faktov (d\u00e1tumy, men\u00e1, udalosti) preva\u017ene v\u00fdkladom a ich memorizovanie.<\/td>\u017diak sa dostane k inform\u00e1cii o kult\u00fare v r\u00e1mci aktiviza\u010dn\u00fdch \u00faloh; rie\u0161en\u00edm  probl\u00e9mov pomocou auton\u00f3mnych a autentick\u00fdch strat\u00e9gi\u00ed u\u010denia sa.<\/td><\/tr>
Rola u\u010dite\u013ea a \u017eiaka<\/td>Poznatky o kult\u00fare  sa  k \u017eiakovi dostan\u00fa v\u00fdhradne sprostredkovan\u00edm u\u010dite\u013ea. U\u010dite\u013e d\u00e1va, \u017eiak prij\u00edma.<\/td>\u017diaci sa akt\u00edvne podie\u013eaj\u00fa na z\u00edskavan\u00ed kult\u00farnej inform\u00e1cie aj na jej interpret\u00e1cii. U\u010dite\u013e v tomto procese pom\u00e1ha (facilituje).<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

U\u010dite\u013e tvor\u00ed pre \u017eiakov autentick\u00e9 interakt\u00edvne \u00falohy<\/strong>, ktor\u00e9 im postupne odkryj\u00fa \u010fal\u0161ie a \u010fal\u0161ie kult\u00farne prostredia. Aktu\u00e1lne u\u010debnice a metodiky pre u\u010dite\u013eov zoh\u013ead\u0148uj\u00fa multikulturalitu \u0161kolsk\u00e9ho prostredia v drvivej v\u00e4\u010d\u0161ine vyspel\u00fdch \u0161kolsk\u00fdch syst\u00e9mov.<\/p>\n\n\n\n

B\u00e9re\u0161ov\u00e1 (2012)<\/a> odpor\u00fa\u010da na zakomponovanie kult\u00fary do u\u010denia jazykov vyu\u017e\u00edva\u0165 cel\u00fd diapaz\u00f3n techn\u00edk a met\u00f3d, napr\u00edklad vyu\u017e\u00edva\u0165 obr\u00e1zky zo \u017eivota in\u00fdch kult\u00far, plag\u00e1ty, mapy, predmety umiestnen\u00e9 v triede, host\u00ed so sk\u00fasenos\u0165ami v danej krajine, \u0161peci\u00e1lne podujatia (napr. Tea party v angli\u010dtine). \u010ealej uv\u00e1dza ako zauj\u00edmav\u00e9 met\u00f3dy, napr\u00edklad kult\u00farne orientovan\u00e9 kresbi\u010dky, cez ktor\u00e9 sa \u017eiaci sna\u017eia v\u017ei\u0165 do em\u00f3ci\u00ed po\u010das kult\u00farneho nedorozumenia (viac B\u00e9re\u0161ov\u00e1, 2012, s. 52). U\u010dite\u013e si mus\u00ed d\u00e1va\u0165 pozor na r\u00f4zne kult\u00farne gest\u00e1 a na ich vysvet\u013eovanie, aby nesp\u00f4sobil vznik predsudkov.<\/p>\n\n\n\n

Napr\u00edklad v t\u00e9me zameranej na kult\u00faru anglick\u00e9ho jazyka m\u00f4\u017ee \u017eiak virtu\u00e1lne, ale aj s pomocou u\u010debnice spozn\u00e1va\u0165 Lond\u00fdn. Deti maj\u00fa mo\u017enos\u0165 obozn\u00e1mi\u0165 sa napr\u00edklad s impozantnou lond\u00fdnskou kult\u00farnou pamiatkou \u2013 pevnos\u0165ou Tower of London. Je mo\u017en\u00e9 predstavi\u0165 ju de\u0165om t\u00fdm, \u017ee dostan\u00fa za \u00falohu spracova\u0165 ur\u010dit\u00e9 zauj\u00edmavosti o nej z internetu, pr\u00edp. z nejak\u00e9ho textu, ktor\u00fd \u017eiakom prinesie u\u010dite\u013e. M\u00f4\u017eu napr\u00edklad zis\u0165ova\u0165, ak\u00e9 vysok\u00e9 a hrub\u00e9 s\u00fa jej steny, ako sa obliekaj\u00fa jej str\u00e1\u017ecovia, tzv. \u201ebeefeaters\u201c. (M\u00f4\u017eu dosta\u0165 za \u00falohu obliec\u0165 jedn\u00e9ho tak\u00e9hoto str\u00e1\u017ecu \u2013 vybra\u0165 z u\u010dite\u013eom alebo star\u0161\u00edmi \u017eiakmi predpripravenej ob\u00e1lky s postavi\u010dkou chlapca a r\u00f4znymi oble\u010deniami tak\u00e9, ktor\u00e9 str\u00e1\u017ecom predpisuj\u00fa pokyny). Alebo m\u00f4\u017eu vyh\u013eada\u0165 v inform\u00e1ci\u00e1ch o Tower of London n\u00e1v\u0161tevn\u00e9 hodiny a vyrie\u0161i\u0165 tak\u00fato ot\u00e1zku u\u010dite\u013ea: \u201ePredstavte si, \u017ee je sobota, febru\u00e1r, si s triedou v Lond\u00fdne a zajtra sa chyst\u00e1te nav\u0161t\u00edvi\u0165 Tower of London. Je to mo\u017en\u00e9?\u201c Je d\u00f4le\u017eit\u00e9, aby \u010d\u00edtanie textu s porozumen\u00edm a vyh\u013ead\u00e1vanie inform\u00e1ci\u00ed realizoval ka\u017ed\u00fd \u017eiak, nielen najr\u00fdchlej\u0161\u00ed \u017eiaci, preto treba dba\u0165 na spr\u00e1vnu vyv\u00e1\u017eenos\u0165 individu\u00e1lnej pr\u00e1ce a pr\u00e1ce v dvojiciach alebo v skupin\u00e1ch. Pomocou samostatnej spracovanej pr\u00e1ce si \u017eiak zapam\u00e4t\u00e1 ove\u013ea viac a ove\u013ea dlh\u0161ie, ako keby sa od neho vy\u017eadovali \u201esuch\u00e9\u201c \u00fadaje. Tak\u00e9to \u00falohy im poskytuj\u00fa z\u00e1\u017eitok z pozn\u00e1vania, vyrie\u0161enia z\u00e1had \u010di logistick\u00fdch zadan\u00ed.<\/p>\n\n\n\n

Samotn\u00e9 t\u00e9my<\/strong> poskytuj\u00fa u\u010dite\u013eovi ve\u013ea mo\u017enost\u00ed na tvorbu variabiln\u00fdch \u00faloh. Napr\u00edklad v t\u00e9me t\u00e9mou stravovanie m\u00f4\u017eu \u017eiaci zbiera\u0165 obr\u00e1zky, materi\u00e1ly, texty o tom, ktor\u00e9 jedl\u00e1 s\u00fa najtypickej\u0161ie pre vybran\u00e9 krajiny, kde sa dohov\u00e1raj\u00fa cudz\u00edm jazykom. Alebo m\u00f4\u017eu vybera\u0165, ktor\u00e9 z nich s\u00fa pre deti najchutnej\u0161ie \u010di najzdrav\u0161ie. E\u0161te lep\u0161ie je, ak \u017eiaci dones\u00fa na hodinu ozajstn\u00e9 predmety t\u00fdkaj\u00face sa ka\u017edodennej kult\u00fary stravovania sa, napr\u00edklad krabicu od cere\u00e1li\u00ed zo zahrani\u010dia \u010di obal z \u010dokol\u00e1dy, \u010dajov\u00fa krabi\u010dku s origin\u00e1lnym n\u00e1pisom at\u010f. Autentick\u00fd text, ktor\u00fd sa nach\u00e1dza na obale produktu, sa d\u00e1 ve\u013emi dobre vyu\u017ei\u0165 na h\u013eadanie odpoved\u00ed na \u0161pecifick\u00e9 ot\u00e1zky (kde vyrobili tento produkt, ko\u013eko v\u00e1\u017ei, ak\u00fa m\u00e1 ve\u013ekos\u0165, ak\u00e1 je doba pou\u017eitia at\u010f.). Re\u00e1lne a autenticky sa \u017eiaci pomocou predmetov dopracuj\u00fa k cenn\u00fdm jazykov\u00fdm inform\u00e1ci\u00e1m. Niektor\u00e9 druhy jedla alebo n\u00e1poje, napr\u00edklad \u010daj, umo\u017e\u0148uj\u00fa r\u00f4zne porovn\u00e1vania a osvojenie si interkult\u00farnych vedomost\u00ed (V ktor\u00fdch krajin\u00e1ch ho pij\u00fa? Ak\u00fd \u010daj pij\u00fa? Ako ho pripravuj\u00fa? at\u010f.). \u201e\u010caj\u201c ako t\u00e9ma jazykovej hodiny je pripraven\u00e1 aj v pracovn\u00fdch listoch \u201eRound the world with a cup of tea\u201c (Sulinova, 2006). Ako pr\u00edklad mo\u017eno uvies\u0165 tie\u017e star\u0161\u00ed zdroj o interkult\u00farnom u\u010den\u00ed sa (Laidlaw, 1999), ktor\u00fd zauj\u00edmav\u00fdm sp\u00f4sobom spracov\u00e1va t\u00e9my anglickej aj ma\u010farskej kult\u00fary, o ktor\u00e9 sa \u017eiaci vzh\u013eadom na ich vek zauj\u00edmaj\u00fa. Maj\u00fa mo\u017enos\u0165 oblieka\u0165 papierov\u00e9 fig\u00farky do r\u00f4znych krojov, napr\u00edklad \u0161k\u00f3tskeho, peru\u00e1nskeho\u2026 Obzvl\u00e1\u0161\u0165 radi spozn\u00e1vaj\u00fa pod\u013ea opisu r\u00f4znych psov s menom z ur\u010ditej krajiny, napr. \u0161k\u00f3tskeho teri\u00e9ra, ma\u010farsk\u00e9ho puli \u010di \u010deskoslovensk\u00e9ho vl\u010diaka. In\u0161pir\u00e1cie z uveden\u00fdch zdrojov umo\u017e\u0148uj\u00fa u\u010dite\u013eom kreat\u00edvne vytv\u00e1ra\u0165 nov\u00e9 zadania cielen\u00e9 k pozn\u00e1vaniu multikulturality v cudzom jazyku.<\/p>\n\n\n\n

U\u017e \u017eiakom v mlad\u0161om \u0161kolskom veku je nevyhnutn\u00e9 kl\u00e1s\u0165 otvoren\u00e9 (tzv. divergentn\u00e9) ot\u00e1zky \u010di \u00falohy, ktor\u00e9 umo\u017e\u0148uj\u00fa viac ne\u017e len jednu odpove\u010f. Je to pre nich skuto\u010dne v\u00fdzva, lebo si vy\u017eaduje zapojenie ich vy\u0161\u0161\u00edch my\u0161lienkov\u00fdch zru\u010dnost\u00ed (anal\u00fdzu, hodnotenie, synt\u00e9zu, tvorivos\u0165 pod\u013ea Bloomovej taxon\u00f3mie, 2001<\/a>). Musia zmobilizova\u0165 svoje u\u017e sk\u00f4r osvojen\u00e9 vedomosti a oprie\u0165 sa o viac zdrojov (vytla\u010den\u00e9, digitalizovan\u00e9 alebo slovn\u00e9) pri h\u013eadan\u00ed optim\u00e1lneho rie\u0161enia. Ak chceme, aby deti ostali motivovan\u00e9, je nevyhnutn\u00e9 vyh\u00fdba\u0165 sa nez\u00e1\u017eivn\u00fdm \u00faloh\u00e1m, ktor\u00fdch cie\u013eom je u\u010di\u0165 sa spam\u00e4ti nejak\u00e9 d\u00e1tumy alebo in\u00e9 fakty.<\/p>\n\n\n\n

Literat\u00fara pre deti je v\u00fdborn\u00fd n\u00e1stroj na rozv\u00edjanie interkult\u00farneho povedomia.<\/strong><\/p>\n\n\n\n

Literat\u00fara pre deti je zrejme nedostato\u010dne cenen\u00fdm zdrojom podnetov pri rozv\u00edjan\u00ed interkult\u00farneho povedomia mlad\u0161\u00edch \u017eiakov u\u010diacich sa cudz\u00ed jazyk. Pr\u00edbehy a udalosti v liter\u00e1rnych dielach dok\u00e1\u017eu zauj\u00edmavo, hravo a z\u00e1\u017eitkovo<\/a> obohati\u0165 die\u0165a v spozn\u00e1van\u00ed kult\u00fary in\u00fdch kraj\u00edn.<\/p>\n\n\n\n

B\u00e1sne, piesne, r\u00fdmova\u010dky, rozpr\u00e1vky a pr\u00edbehy zo \u017eivota det\u00ed poskytuj\u00fa mno\u017estvo n\u00e1metov rozv\u00edjania kult\u00farneho povedomia na hodine jazyka. V anglick\u00fdch zbierkach b\u00e1sn\u00ed sa napr\u00edklad vyskytuje viacero b\u00e1sni\u010diek na t\u00e9mu oviec, ktor\u00e9 je \u010dasto mo\u017en\u00e9 vidie\u0165 na pastvin\u00e1ch pri cest\u00e1ch na anglickom vidieku. V Anglicku m\u00e1 toti\u017e ve\u013ek\u00fd v\u00fdznam chov oviec kv\u00f4li vhodn\u00e9mu geografick\u00e9mu miestu a podnebiu. T\u00e1to t\u00e9ma je zobrazen\u00e1 aj v b\u00e1sni\u010dk\u00e1ch: Mary had a little lamb, Little Bo- Peep has lost her seep, Little Boy Blue. (Podobne aj v slovensk\u00fdch pies\u0148ach a b\u00e1s\u0148ach mo\u017eno n\u00e1js\u0165 odkazy o ba\u010dovi oviec \u010di pastierke hus\u00ed.) V niektor\u00fdch anglick\u00fdch b\u00e1sni\u010dk\u00e1ch n\u00e1jdeme nieko\u013eko n\u00e1znakov t\u00fdkaj\u00facich sa in\u0161tit\u00fatu monarchie a postavenia aristokratov (Pussy cat, pussy cat, where have you been? I\u2019ve been to London to see the queen; The great old duke of York; Old king Cole; All the king\u2019s horses and all the king\u2019s men; A Humpty Dumpty; The king is in the counting house, the queen is in the parlour v b\u00e1sni\u010dke Sing a song of sixpence). Aj s Lond\u00fdnom sa m\u00f4\u017ee neanglick\u00e9 die\u0165a stretn\u00fa\u0165 pr\u00e1ve v detskej literat\u00fare (London bridge is falling down, London\u2019s burning). V b\u00e1sni\u010dke Sing a song of sixpence sa nach\u00e1dzaj\u00fa typick\u00e9 anglick\u00e9 slov\u00e1 ako sixpence alebo rye. Aj ke\u010f mo\u017eno nie s\u00fa s\u00fa\u010das\u0165ou ofici\u00e1lneho kurikula, u\u010dite\u013e m\u00f4\u017ee vyu\u017ei\u0165 situ\u00e1ciu a ve\u013emi stru\u010dne poveda\u0165 k t\u00fdmto slov\u00e1m p\u00e1r zauj\u00edmavost\u00ed a porovn\u00e1va\u0165 to so slovensk\u00fdm prostred\u00edm. Ma\u010farsk\u00e9 \u013eudov\u00e9 pesni\u010dky s\u00fa o oran\u00ed, o p\u0161enici a o pluhu.<\/p>\n\n\n\n

Okrem u\u017e spom\u00ednan\u00fdch \u017e\u00e1nrov detskej literat\u00fary, ktor\u00e9 s\u00fa s\u00fa\u010das\u0165ou hod\u00edn, sa \u017eiaci v r\u00e1mci vo\u013eno\u010dasov\u00e9ho dom\u00e1ceho \u010d\u00edtania dost\u00e1vaj\u00fa k \u010d\u00edtaniu aj s\u00favislej\u0161\u00edch textov, resp. pr\u00edbehov v primeranom rozsahu. Rozv\u00edja\u0165 \u010ditate\u013esk\u00fa a liter\u00e1rnu gramotnos\u0165 v cudzom jazyku v s\u00falade s v\u00fdu\u010dbou materinsk\u00e9ho jazyka sa jav\u00ed ako efekt\u00edvna strat\u00e9gia. \u010citate\u013esk\u00e9 portf\u00f3lio v cudzojazy\u010dnej v\u00fdu\u010dbe je v\u00fdzvou, av\u0161ak u\u010dite\u013e m\u00f4\u017ee siahnu\u0165 na u\u017e existuj\u00face diela pre deti pre r\u00f4zne \u00farovne osvojovania si jazyka. Liter\u00e1rne dielo Harry Potter od autorky Rowlingovej je \u010d\u00edtan\u00e9 mnoh\u00fdmi de\u0165mi u\u017e v prim\u00e1rnom vzdel\u00e1van\u00ed. U\u010dite\u013e cudzieho jazyka m\u00f4\u017ee vyzva\u0165 deti, aby si niektor\u00fd diel (\u00faryvok) pre\u010d\u00edtali najsk\u00f4r vo svojom jazyku a vybrali z neho tie vety, ktor\u00e9 sa vz\u0165ahuj\u00fa na zvyky a trad\u00edcie \u013eud\u00ed v inej krajine. Po tomto m\u00f4\u017ee nasledova\u0165 pre\u010d\u00edtanie danej \u010dasti diela v cudzom jazyku. Napr\u00edklad prv\u00fd diel (Harry Potter and the Philosopher\u2019s Stone) u\u017e v prvej \u010dasti pon\u00faka bohat\u00e9 mo\u017enosti pre interkult\u00farny dial\u00f3g. Nasleduj\u00faca uk\u00e1\u017eka je in\u0161pirat\u00edvnym n\u00e1metom, ktor\u00fd m\u00f4\u017ee u\u010dite\u013e vyu\u017ei\u0165 pri pr\u00e1ci s ak\u00fdmko\u013evek liter\u00e1rnym dielom, ktor\u00e9 \u017eiaci \u010d\u00edtaj\u00fa na hodin\u00e1ch materinsk\u00e9ho jazyka. Harry Potter nesie tak\u00fdto didaktick\u00fd potenci\u00e1l pre rozv\u00edjanie interkult\u00farneho povedomia:<\/p>\n\n\n\n

\u201eMr and Mrs Dursley, of number four, Privet Drive\u201c \u2013 Tak\u00e9to typick\u00e9 vety pou\u010dia deti o tom, v akom porad\u00ed je spr\u00e1vne v angli\u010dtine uv\u00e1dza\u0165 adresu: \u010d\u00edslo a a\u017e potom n\u00e1zov ulice.
\u201eMrs Dursley had nearly twice the usual amount of neck, which came in very useful as she spent so much of her time craning over garden fences, apying on the neighbours.\u201c\u2013 T\u00e1to veta sa vz\u0165ahuje na typick\u00fa \u010drtu anglickej kult\u00fary b\u00fdvania, kde v\u00e4\u010d\u0161ina \u013eud\u00ed b\u00fdva v dome a nie v byte, a \u017ee k domu patr\u00ed aj z\u00e1hrada.
\u201eWhen Mr and Mrs Dursley woke up on a dull, grey Tuesday, our story starts, there was nothing about the cloudy sky outside to suggest that strange and mysterious things would soon be happening all over the country.\u201c \u2013 Tu je sa poukazuje na typick\u00e9 anglick\u00e9 po\u010dasie.
\u201eAt half past eight, Mr Dursley picked up his briefcase, pecked Mrs Dursley on the cheek.\u201c \u2013 T\u00e1to veta hovor\u00ed o tom, \u017ee typick\u00fd anglick\u00fd pracovn\u00fd de\u0148 sa za\u010d\u00edna r\u00e1no o deviatej.
\u201eDudley was having a tantrum and throwing his cereal at the walls.\u201c\u2013 Typick\u00e9 anglick\u00e9 ra\u0148ajky pre deti obsahuj\u00fa cere\u00e1lie.
\u201eAs he sat in the usual morning traffic jam \u2026\u201c \u2013 Nar\u00e1\u017eka na to, \u017ee obyvatelia ostrova chodia do pr\u00e1ce autom, a preto je tam ka\u017ed\u00fd de\u0148 dopravn\u00e1 z\u00e1pcha.
\u201eAs he drove towards town\u2026\u201c\u2013 V\u00e4\u010d\u0161ina Angli\u010danov \u017eije na predmest\u00ed, a odtia\u013e cestuje autom do pr\u00e1ce do mesta.
\u201eHe was in a very good mood until lunch-time when he thought he\u2019d stretch his legs and walk across to buy himself a bun from the baker\u2019s opposite.\u201c \u2013 \u201eIt was on his way back past them, clutching a large doughnut in a bag\u2026\u201c \u2013 V rodin\u00e1ch Angli\u010danov obed nie je typick\u00e9 hlavn\u00e9 jedlo. Na obed ve\u013eakr\u00e1t jedia iba nejak\u00e9 pe\u010divo, ktor\u00e9 kupuj\u00fa v pek\u00e1rni oproti.
\u2026 \u201eand when he left the building at five o\u2019clock\u201c \u2013 Pracovn\u00e1 doba sa kon\u010d\u00ed pre \u00faradn\u00edkov o piatej.
\u201eWhen Dudley had been put to bed, he went into the living-room in time to catch the last report on the evening news.\u201c \u2013 Angli\u010dania pod\u013ea trad\u00edcie pozeraj\u00fa aj neskor\u00e9 spr\u00e1vy.
\u201eMrs Dursley came into the living-room carryng two cups of tea.\u201c \u2013 Tradi\u010dn\u00fdm anglick\u00fdm n\u00e1pojom je \u010daj, ktor\u00fd pij\u00fa v ob\u00fdva\u010dke.
\u201eHe didn\u2019t say another word on the subject as they went upstairs to bed.\u201c \u2013 V\u00e4\u010d\u0161ina Angli\u010danov b\u00fdva v dvojpodla\u017enom dome. Sp\u00e1l\u0148a je na poschod\u00ed.<\/p>\n\n\n\n

S interkult\u00farnymi t\u00e9mami maj\u00fa \u017eiaci mo\u017enos\u0165 stret\u00e1va\u0165 sa v r\u00e1mci r\u00f4znych hod\u00edn cudzieho jazyka. S\u00faladne s t\u00e9mami v in\u00fdch predmetoch maj\u00fa v\u00fdborn\u00fd potenci\u00e1l vies\u0165 deti k praktick\u00e9mu pou\u017e\u00edvaniu jazyka v ka\u017edodennom \u017eivote. Pokia\u013e u\u010dite\u013e odha\u013euje interkult\u00farne obsahy \u017eiakom v rozumnom rozsahu, zauj\u00edmav\u00fdmi met\u00f3dami a formami pr\u00e1ce, zabezpe\u010duje t\u00fdm ako jazykov\u00fa v\u00fdbavu, tak aj z\u00e1klady kritick\u00e9ho myslenia. Naju\u017eito\u010dnej\u0161ie s\u00fa tak\u00e9 sp\u00f4soby spozn\u00e1vania in\u00fdch kult\u00far, ktor\u00e9 ved\u00fa \u017eiaka prirodzene k tomu, \u017ee svoje interkult\u00farne z\u00e1\u017eitky a vedomosti porovn\u00e1va s t\u00fdm, \u010do vie a za\u017e\u00edva vo svojej krajine.<\/strong><\/p>\n\n\n\n

Predch\u00e1dzaj\u00faci<\/a><\/p>\n\n\n\n

\u010eal\u0161\u00ed<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

jazyky hravo \u2013 ako u\u010di\u0165 – interkult\u00farne povedomie Rozv\u00edja\u0165 interkult\u00farne povedomie \u017eiaka v mlad\u0161om \u0161kolskom veku v kone\u010dnom d\u00f4sledku znamen\u00e1 vies\u0165 ho k re\u0161pektovaniu a oce\u0148ovaniu rozmanitosti, citliv\u00e9mu vn\u00edmaniu \u017eivotnej reality \u013eud\u00ed z rozmanit\u00fdch kult\u00farnych a soci\u00e1lnych prostred\u00ed, rozpozn\u00e1vaniu a akt\u00edvnemu odmietaniu diskrimina\u010dn\u00e9ho spr\u00e1vania. K takto definovanej prierezovej interkult\u00farnej gramotnosti by mali smerova\u0165 u\u010ditelia v\u0161etk\u00fdch… \u010c\u00edta\u0165 viac »interkult\u00farne povedomie<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-770","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/770","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/comments?post=770"}],"version-history":[{"count":17,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/770\/revisions"}],"predecessor-version":[{"id":2234,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/770\/revisions\/2234"}],"wp:attachment":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/media?parent=770"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}