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Globalisierung, interkulturelle Kommunikation und Sprache

Akten des 44. Linguistischen Kolloquiums 2009 in Sofia

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Maria Grozeva-Minkova and Boris Naimushin

Dieser Band umfasst 56 Beiträge in deutscher, englischer und französischer Sprache, die auf dem 44. Linguistischen Kolloquium im September 2009 an der Neuen Bulgarischen Universität in Sofia gehalten wurden. Vortragende aus Europa, Asien und Australien behandelten unter dem Thema Globalisierung, interkulturelle Kommunikation und Sprache die vielschichtigen Einflüsse der Globalisierung und der neuen Medien auf die Sprache aus unterschiedlichen Perspektiven. Fragestellungen der gegenseitigen Beziehungen zwischen Sprache und Politik, Sprache und Kultur, Sprache und Gesellschaft werden in Bezug auf die interkulturelle Kommunikation und die Entwicklungstendenzen der Sprache analysiert.
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Intercultural communication and semiotic analysis in foreign language teaching materials

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← 102 | 103 → Anastasia Christodoulou (Thessaloniki)

This article will briefly present the frame of creating foreign language teaching materials in the new spatial and ideological environment. Particularly, some salient points related to the formation, the potential and the development of a foreign language teaching materials in its newly-formed environment, both European and national, will be highlighted.

Tokatlidou (2004: 135–143) indicates that European and national linguistic policies are not compatible. More specifically, as she mentions, Europe wishes to promote a common European policy related to multilingualism, while on a practical level, propagating less popular languages remains the concern of the countries and the people who speak them. The term ‘linguistic policy’ refers to the stance authority, usually state authority, taken in relation to language issues, as well as its decisions and the respective law frames (Tokatlidou 1997: 341).

In the same spirit, Koiliari (2005: 13) mentions that massive mobility of people around the world has contributed to the formation of a different reality in almost all countries on the planet, disclosing a continuously increasing demand for multicultural education, which has become a strong pedagogical trend. Today, Western societies are faced with a paradox, or an ideologically contradictory frame: on the one hand, globalisation as a homogenising process and, on the other, multiculturalism as a means of preserving cultural and linguistic diversity.

The new aim is to develop multilinguistic and multicultural communicative skills (Psaltou-Joyce 2004: 416–422), as defined by the Common European Framework...

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