Tesi sul tema "Intercultural communication – Europe"
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Ljungbo, Kjell. "Language as a Leading Light to Business Cultural Insight : A Study on Expatriates' Intercultural Communication in Central and Eastern Europe". Doctoral thesis, Stockholms universitet, Företagsekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39620.
Testo completoBoursier, Axel. "Les exilés en communication : Le cas des auteurs de la francophonie choisie d’Europe médiane(1939 - à nos jours)". Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0921.
Testo completoThe link we make between exile and communication is not a classic one. In fact, an exile is someone who leaves his country and changes his language and culture. He is also someone who tries to reach a new culture and society. By considering the literature of writers from East and Central Europe, who choose to write their books directly in French, our thesis seeks to understand the way how an exile can generate new relationships in this space.We focus on the literary discourses and the notion of the author, as Foucault spoke about them, in order to understand how an author uses the narration of his own life to configure a face-speech acceptable to his host community. By using the difference between this face in a pre-discursive manner marked by the contract between the testimony and the authors’ will to be perceived as artists, we try to focus on the way those voices show their inclusion in the French literary world. We show that the exiles’ discourses must deal with the possibility of lack of communication due to inaudibility cause by semantic mistakes.We think that the configuration of exile is a way to present oneself as a « hero of freedom. » Authors manage the opposition between singularity and the necessity to find a new community in order to communicate. Moreover, we also consider the possibility of refusing the first contract of communication and we include the concept of « non-lieu » created by Marc Augé, a concept which refers to a space with no link to the community. Confronts with this threat, we consider that an author may manage this risk by a process of reverence-inclusion. According to this process, writers give their own description of French social markers to indicate to the public that they belong to the French culture. Those descriptions allow them to give to the French audience the rule of interpretation for their own books. Finally, we examine the possibility of speaking about this literature as an assimilated one. We show that this literature is not fully integrated because of the complex social integration of those authors. This difficulty of integration forces them to redefine their position in French society. As a result of their Soviet education, authors try to show a disturbing strangeness not as a marker of an outsider, but as an indication of their social place in French society. This past is made a tool for understanding French modernity. This specificity directs us to consider those writers, particularly their views on communication, identity, Europe and cosmopolitanism.Our thesis focuses on the problem of communication and tries to increase our knowledge of intercultural relations in Europe. By focusing on a large literary corpus, our thesis endeavours to understand this complex phenomena of European exiles. Finally, our thesis integrates the problem of non-communication as a conceptual center of interrogations in order to show that if communication is not an innate capacity, it can be developed into something beyond a tool for spreading a message, namely a concept to think
Pestalardo, Maria. "War on the Media: The News Framing of the Iraqi War in the United States, Europe, and Latin America". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2205.
Testo completoAceti, Monica. "Devenir et rester capoeiriste en europe : transmissions interculturelles et 'mondialité' de la capoeira afro-brésilienne". Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1030.
Testo completoThe spread of Brazilian capoeira in the world is supported by the increasing mobility of the actors of its transmission between Brazil and Europe, as well as the possibilities created by current information circulation (YouTube, Internet). The capoeira roda (circle) presents itself as a space of plural expressions of ‘encircled’ individualities. Out of consideration for a ‘tradition’ and ‘foundations’, the control of the group and the master is over the bodies that perform a dance-fight and reverse –hands against the ground and feet up to the sky –in a playful way almost to the point of becoming subversive regarding sports effectiveness. In this work of interviews analysis (N=134) and participating observation in fields from various locations in Europe and Brazil, we concentrated on understanding how the career of capoeiristas are generated in Europe. In an interactionist and deeply rooted perspective, we have noticed that Gilberto Freyre’s myth of miscegenation finds a second life ‘outside’. Behind this mask, a first typological model (the micro-firms) reveals a liberal, commercial and patriarchal organization. These structures now train the most deserving members of their rank in the ‘job’ of capoeirista and acknowledge them as teacher, contramestre and more recently as mestre. From a marginal and exotic activity – this intangible cultural product recently recognized as Brazilian Heritage – is now the subject of commercial tensions and territorial stakes. Some make a name for themselves by taking matters into their own hands through the use of the gancho (hook kick), others specialize in socio-cultural activities and a few mark the start of resistance: negaça (evasive move, also called ‘denial move’), malandragem (trickery) and diplomatic jugglery, such are the tools that those ‘dissident’ capoeiristas (second typology) acquired during their socialization with a hint of neo-patrimony. Others still meet around self-organized and participating exchange rodas, by creating locally their terreiros (places) of capoeira. We are witnessing a deterritorialisation process of Brazilian heritage which as the same time produces forms of intercultural relations of ‘mondialité’ referring to Édouard Glissant. Thus, this study shows that the globalization of capoeira can neither lead to a mac’homogenization, nor to its decharacterization, but to the multiple meanings of ways of being and acting of women and men capoeiristas according to three typological models: the patriarchal micro-firms, the néopatrimonial dissidents and the participatory exchange networks
A difusão da capoeira brasileira no mundo é levada pela mobilidade crescente dos actores da sua transmissão entre o Brasil e a Europa, assim como pelas possibilidades de circulação de informação actuais (YouTube, Internet). A roda de capoeira apresenta-se como um espaço de expressões plurais de individualidades «cercadas». O controlo do grupo e do mestre, relativamente a uma «tradição» e «fundamentos» que se exercem sobre os corpos numa performance de uma dança-luta, invertendo-se – mãos contra o solo e pés para o céu – de maneira talvez lúdica para tornar-se subversiva face à eficácia desportiva. Neste trabalho por análise de entrevistas (N=134) e observação participante em terrenos multi-situados na Europa e no Brasil, nós nos aplicámos a compreender como as carreiras dos capoeirístas se fabricam na Europa. Numa perspectiva interaccionista e enraizada, nós reparámos que o mito da mestiçagem de G. Freyre encontra uma segunda vida no “exterior”. Atrás desta máscara, um primeiro modelo tipológico (as micro-firmas) revelam uma organização mercantil liberal e patriarcal. Estas estruturas formam de agora em diante os membros de maior mérito ao «ofício» de capoeirísta e é-lhes reconhecido o título de professor(a), contramestre(a) e recentemente de mestre. De uma actividade marginal e exótica - este bem cultural e imaterial reconhecido recentemente com o título de património brasileiro – é doravante o teatro de tenções de mercado e de concorrências territoriais. Alguns ganham o seu espaço, ajustando contas a força de «gancho» (golpe revirado), outros especializando-se em animações culturais e alguns entram em resistência : negaça (posição de esquiva dita de recusa), malandragem e malabarismo diplomático, tais são as ferramentas que estes capoeristas “dissidente” (segunda tipologia) adquiriram no decorrer da sua socialização com sotaque neo-patrimonial. Outros ainda, reúnem-se por ocasião de rodas de trocas auto-organizadas e participativas, criando localmente os seus terreiros de capoeira. Nós assistimos a um processo de desterritorialização do património brasileiro que paralelamente mostra formas de relações interculturais de “mondialité” em referência a E. Glissant. Assim, este estudo revela que a mundialização da capoeira não conduz nem a uma mac’homogeneização, nem à sua descaracterização, mas à pluralidade de maneiras de ser e de agir de mulheres e de homens capoeiristas segundo três modelos tipológicos: as micro-firmas patriarcais, os dissidentes neo-patrimoniais e as redes de trocas participativas
Hiller, Gundula Gwenn. "Intercultural Communication between Germans and Poles at the European University Viadrina". Department für Fremdsprachliche Wirtschaftskommunikation, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1374/1/document.pdf.
Testo completoSeries: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning
Chentsova-Dutton, Julia Evgenievna. "Physiological, behavioral, and self-reported components of relived emotions and their coherence in Hmong American and European American college students /". Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
Testo completoZiberi, Linda. "The Rhetorical Uses of Multiculturalism: An Ideographic Analysis of the European Union and Macedonian Discourses in the Dialogue for EU Accession". Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332361922.
Testo completoAlmeida, Joana Filipa Cardoso Lopes de. "European student mobility and intercultural learning at a portuguese university". Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15691.
Testo completoThe purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.
O propósito deste estudo é compreender, intervir e avaliar o desenvolvimento de competências de comunicação intercultural de estudantes de intercâmbio europeus com vista à aquisição de créditos e de outros sujeitos em contexto de imersão, através de uma pedagogia intercultural propositiva. Este tipo de pedagogia representa abordagens pedagógico-interculturais que visam auxiliar e otimizar a aprendizagem intercultural destes sujeitos durante o ciclo de intercâmbio (fase prévia à partida, durante o intercâmbio e na reentrada). De forma a testar e validar estas pedagogias, uma intervenção com a duração de 20 horas foi desenhada e implementada em dois coortes de 31 sujeitos durante sua imersão em Portugal. O processo de desenvolvimento e validação da intervenção intercultural foi guiado por uma metodologia mista que combina dados quantitativos e qualitativos para triangular, complementar e expandir os resultados investigativos a partir de uma instância pragmática. O desenho de investigação misto adotado é multifaseado e integra uma componente de estudo de caso-múltiplo e de avaliação. A componente de estudo de caso-múltiplo é corporizada pelos dois coortes de sujeitos em imersão: (1) o principal estudo de caso integra 19 estudantes recebidos pela Universidade de Aveiro (Portugal) enquanto participantes no programa de intercâmbio Europeu Campus Europae; (2) o segundo estudo de caso integra três estudantes Erasmus e nove imigrantes altamente qualificados recebidos pela mesma universidade. Todos os 31 sujeitos frequentaram duas salas aulas de Português Língua Estrangeira, onde a intervenção foi implementada. A recolha de dados foi extensiva e compreendeu a recolha, análise e integração de dados quantitativos e qualitativos ao longo de quatro fases de investigação. Estas fases referem-se ao: (1) desenvolvimento, (2) implementação e (3) avaliação, bem como a (4) uma análise das perceções de stakeholders com o intuito de compreender o valor externo da intervenção e do programa Campus Europae. Os instrumentos de recolha de dados incluíram inquéritos por questionário antes e após a intervenção e entrevistas semi- estruturadas. Os resultados confirmam a eficácia intercultural da intervenção e um impacto positivo nos ganhos interculturais dos participantes. Este impacto foi, no entanto, maior no estudo de caso 2. Entre as variáveis explanatórias, três destacam-se: (1) as capacidades de construção-de-significado dos participantes, (2) a proficiência na língua de acolhimento e varáveis associadas e (3) o tipo de imersão e programas de intercâmbio. Implicações para investigações futuras salientam a necessidade de sistematizar uma pedagogia intercultural propositiva em poluções em imersão, no geral, e na mobilidade europeia estudantil de crédito, em particular. No último caso, estas pedagogias deverão ser parte do desenho e implementação de programas de intercâmbio de crédito na fase prévia à partida, durante o intercâmbio e na reentrada. As implicações de teor prático salientam a premência de melhorar as práticas interculturais nos contextos macro (instituições de ensino superior), meso (programas de mobilidade) e micro (aulas de língua para sujeitos em imersão) onde esta investigação decorreu, bem nos cenários sociais alargados que estes contextos representam.
Gates, Denise. "Exploring the superior-subordinate relationships of Caucasian American, African American, and Latino/A or Hispanic American women and men from the perspective of co-cultural theory /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137701.
Testo completoNastase, Monica. "A Media Analysis of Racism and Ethnocentrism Issues Framed in US and European Mass Media within the Setting of the 2006 FIFA World Cup Competition". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2083.
Testo completoPato, Mariana Casella Vaz. "O papel do design na identidade e comunicação visual de uma associação sem fins lucrativos". Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2018. http://hdl.handle.net/10400.5/17880.
Testo completoAs organizações do terceiro setor, sem fins lucrativos, são uma forma de agrupar cidadãos em prol da defesa de interesses comuns e da participação em ações sociais. A qualidade da comunicação visual para uso interno e externo é fundamental para mobilizar e dinamizar estas associações que trabalham, arduamente, junto de populações carenciadas. Não faltam oportunidades de Design socialmente responsável, próximas das necessidades destas populações. Encontrámos no Clube Intercultural Europeu o contexto para desenvolver o nosso projeto de investigação no âmbito disciplinar do Design de Comunicação. Depois de ponderadas as várias possibilidades identificadas por esta Organização sem fins lucrativos, elegemos o projeto de identidade por o considerarmos estratégico para a sustentabilidade económica do Espaço C3, uma das suas iniciativas. A nossa investigação assenta numa metodologia mista, intervencionista e não intervencionista. Os métodos não intervencionistas consistem na revisão da literatura e na observação participante. A componente intervencionista enquadra o projeto prático. Os resultados permitem evidenciar o papel do Design em associações sem fins lucrativos focadas na ação social: por um lado, proporcionar maior visibilidade e notoriedade externas, tornando mais percetíveis os valores e a missão da organização; por outro, reforçar o sentimento de pertença a uma organização cuja ação transforma, positivamente, a vida das pessoas diretamente implicadas.
ABSTRACT: The Third-sector’s non-profit organizations are a way of gathering citizens towards the defense of common interests and the participation in social actions. The visual communication is a fundamental factor to mobilize and promote these organizations that work with disadvantage populations. There are a lot of socially conscious design opportunities which meet the needs of these populations. We found in the Intercultural European Club the context to develop our research project in the field of Communication Design. After considering several possibilities identified by this non-profit Organization, we chose the Visual Identity project for “Espaço C3” (one of the Club’s iniciatives) because it was regarded as strategic for its financial sustainability. This study is based on mixed methodology, interventionist and non-interventionist. The non-interventionist methods consist in literature review and participant observation. In what concerns interventionist research, we developed a project of visual identity. The obtained results allow us to highlight the role of Design in non-profit organizations focused on social action: on the one hand, better external visibility, making the values and mission of the organization clearer; on the other hand, the reinforcement of the sense of belonging to an organization whose action positively transforms the lives of the people directly involved in it.
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LaMar, Desireah A. "Exploring differences in approaches to conflict and satisfaction among Mexican American and European American romantic partners within the United States". Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/239.
Testo completoPatzioglou, Elissavet. "La représentation de l’altérité et les discours de la différenciation dans la presse écrite française et grecque : vers la construction d’une identité européenne ?" Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20013/document.
Testo completoThis thesis proposes a reading of the representations of otherness in the press as a mean of constructing identity. On the basis of a French-Hellenic approach, we build a method for understanding the practices, the representations and also the bias of the mechanism for the construction of a European identity.The representation of otherness does not appear ex nihilo, but it participates in a strategy of repulsion and closure of the European identity towards the Other. This strategy is based in the transmission and the transformation of the discourses of differentiation that form an institutional mean for the construction of stereotypes towards the Other. Hence, another-space appears, into which the representation of reality it‟s reflected and crystallized.Therefore, a European identity it‟s constructed into a context of divergence, a fact that points out the stakes of its legitimization. Between an occidental heritage and different national interests, the policy for the construction of a European identity is established from a strategy of exclusion, which induce the European people to unite culturally in front of the risk of the Other
Guine-Boucheron, Eliette. "La compétence interculturelle chez le comédien". Phd thesis, Université d'Avignon, 2011. http://tel.archives-ouvertes.fr/tel-00735844.
Testo completo"A Worldview MAP Approach to Intercultural Competence in a Multinational Organization in Europe and Japan". Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54854.
Testo completoDissertation/Thesis
Doctoral Dissertation Communication 2019
Sokólska-Górzny, Agnieszka. "Językowe źródła barier w komunikacji międzykulturowej - Chiny a europejski krąg cywilizacyjny". Doctoral thesis, 2014.
Cerca il testo completoBousmaha, Farah. "The impact of the negative perception of Islam in the Western media and culture from 9/11 to the Arab Spring". Thesis, 2014. http://hdl.handle.net/1805/5677.
Testo completoWhile the Arab spring succeeded in ousting the long-term dictator led governments from power in many Arab countries, leading the way to a new democratic process to develop in the Arab world, it did not end the old suspicions between Arab Muslims and the West. This research investigates the beginning of the relations between the Arab Muslims and the West as they have developed over time, and then focuses its analysis on perceptions from both sides beginning with 9/11 through the events known as the Arab spring. The framework for analysis is a communication perspective, as embodied in the Coordinated Management of Meaning (CMM). According to CMM, communication can be understood as forms of interactions that both constitute and frame reality. The study posits the analysis that the current Arab Muslim-West divide, is often a conversation that is consistent with what CMM labels as the ethnocentric pattern. This analysis will suggest a new pathway, one that follows the CMM cosmopolitan form, as a more fruitful pattern for the future of Arab Muslim-West relations. This research emphasizes the factors fueling this ethnocentric pattern, in addition to ways of bringing the Islamic world and the West to understand each other with a more cosmopolitan approach, which, among other things, accepts mutual differences while fostering agreements. To reach this core, the study will apply a direct communicative engagement between the Islamic world and the West to foster trusted relations, between the two.
Carneiro, Maria de Fátima Vermelho Milheiro Alves. "Educação global: perspetivas de alunos e professores de uma escola europeia". Doctoral thesis, 2022. http://hdl.handle.net/10400.2/11873.
Testo completoThis research aims to contribute to the production of knowledge about global education in a school context, among students and teachers of an European School, in an international context, seeking to highlight some key aspects of this phenomenon, based on the following research question: What are the perceptions of students and teachers about global education and the development of global competences in a European School, in an international context? Given the relevance of communication in current societies and its contributions to globalization, we highlight the concepts of globalization, culture and communication, highlighting the role of communication and information technologies as promoters of a dialogue between cultures. We understand as fundamental the role of intercultural competence and its influence at the level of interactions and communication between people of different cultures. It is also important to highlight the role of citizenship at national and international levels, which appears in an increasingly globalized way, referring to an interdependence of behaviors associated with the common good. Faced with global challenges, global education requires new approaches at the level of educational systems, policies and practices, which lead to a holistic and interdisciplinary approach, supported by school curricula with a focus on global themes, aimed at sustainable and inclusive development. Starting from the general objective “to analyze and improve the effective knowledge about global education”, we opted for a mixed research methodology and, as data collection techniques, we opted for a questionnaire and a semi-structured interview. In a first step, a questionnaire was constructed and validated, which was subsequently applied to one hundred and fifty-four students in the fourth and fifth years of schooling in the primary cycle and to students in the first to seventh years of the secondary cycle who attend a European School in international context. In a second stage, four interviews were carried out with two primary school teachers and two secondary school teachers in the same school. The results obtained in both stages allowed us to gather a set of evidence that point to the development of global competences in the Alfa XX European School, highlighting some projects that involve components of global citizenship, particularly linguistic diversity and the appreciation of different cultures. We conclude that global education can promote the development of global skills by providing students with the deepening of skills needed to act locally and globally. Finally, we present some proposals that may constitute a support for future research in Global Education.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento – Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior
Silva, Paula Fialho. "O ensino de português em Espanha : propostas didáticas interartes". Master's thesis, 2015. http://hdl.handle.net/10400.2/4444.
Testo completoVivemos na era da globalização, do plurilinguismo e da heterogeneidade cultural. Como cada vez há mais contactos entre culturas diferentes, nos dias de hoje, a promoção da Competência Intercultural é de grande importância. Esta competência deverá ser desenvolvida na aula de língua estrangeira, nomeadamente, na aula de Português Língua Não Materna ou Português Língua Estrangeira de modo a que sejam abordados conteúdos culturais mais aprofundados que propiciem aos alunos uma melhor perceção da identidade e da relação Eu/Outro. Sendo assim, qual é papel do professor de Português Língua Não Materna? O seu papel é fundamental na promoção da Competência Intercultural porque, em muitos casos, os materiais didáticos utilizados nas aulas só contemplam a competência linguística (lexical e gramatical). O Professor deverá, pois, analisar a realidade do país em que se encontra a lecionar e produzir materiais que convoquem a cultura portuguesa e a cultura desse país. O objetivo principal deste projeto é apresentar propostas didáticas recorrendo à literatura, ao cinema e à música, e convocar as culturas portuguesa e espanhola, porque estas foram elaboradas a pensar nos professores do Camões, I.P. que lecionam em Espanha. Importa mencionar que as propostas foram elaboradas de acordo com os níveis de proficiência do Quadro Europeu Comum de Referência para as Línguas.
We live in the era of globalization, multilingualism and cultural diversity. As these days there are more and more contacts between different cultures, the promotion of intercultural competence is of great importance. This competence should be developed in a foreign language class, in particular, in the class of Portuguese as a non-native language or Portuguese as a Foreign Language in order to cover more in-depth cultural contents that provide students with a better perception of identity and the relationship between Self and Other. So, what is the role of the teacher of Portuguese as a Foreign Language? His role is essential in promoting intercultural competence because, in many cases, the teaching materials used in classes only include the linguistic skills (lexical and grammatical skills). The teacher should therefore examine the reality of the country where he teaches and produce materials that convene the Portuguese culture and the culture of his country. The main objective of this project is to present educational proposals using literature, cinema and music, and call the Portuguese and Spanish cultures, because they were made while thinking of the teachers of Camões, I.P. that teach in Spain. It is worth mentioning that the proposals were prepared in accordance with the levels of proficiency of the Common European Framework of Reference for Languages.
Manayeva, Natalie. "War of words: Framing of the United States in Selected Belarusian newspapers in 2009". 2010. http://trace.tennessee.edu/utk_gradthes/729.
Testo completoOpatrný, Martin. "Interkulturní komunikace v kontextu kulturní politiky EU". Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-352944.
Testo completo