{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-74RIZA1S/c98c581a-4475-4e69-b2af-e6db4440f727/PDF","dcterms:extent":"139 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-74RIZA1S/d84e1571-818d-40e5-bf56-ae8a6584239a/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-74RIZA1S","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2008","dc:creator":"Zudič Antonič, Nives","dc:format":[{"@xml:lang":"sl","#text":"letnik:19"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 111-129"}],"dc:identifier":["ISSN:1581-6036","COBISSID_HOST:1846359","URN:URN:NBN:SI:doc-74RIZA1S"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"en","#text":"culture"},{"@xml:lang":"en","#text":"development of intercultural skills"},{"@xml:lang":"en","#text":"education"},{"@xml:lang":"en","#text":"intercultural communication"},{"@xml:lang":"en","#text":"interculturalism"},{"@xml:lang":"sl","#text":"kultura"},{"@xml:lang":"sl","#text":"medkulturna komunikacija"},{"@xml:lang":"sl","#text":"medkulturnost"},{"@xml:lang":"en","#text":"multiculturalism"},{"@xml:lang":"sl","#text":"razvijanje medkulturne zmožnosti"},{"@xml:lang":"en","#text":"strategies of language and interculturalism learning"},{"@xml:lang":"sl","#text":"strategije jezikovnega in medkulturnega učenja"},{"@xml:lang":"sl","#text":"Šolsko polje"},{"@xml:lang":"sl","#text":"The School field"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Za različno vizijo in zaznavo sveta| jeziki, kulture in medkulturnost|"},"dc:description":[{"@xml:lang":"sl","#text":"Teachers of Italian as a second or foreign language often tackle the concept of culture when addressing literary topics; cultural issues, however, tend to be dealt with in a superficial, insufficient and predictable way. The importance of culture is indeed emphasised but often only in principle, while an in-depth and gradual approach is neglected. We therefore believe that students, being part of the global community, should be encouraged to develop cultural awareness, which is an important factor in observation and reception of reality in its variety. Several didactic models can be introduced and developed, depending on the level of intercultural awareness; yet a common pattern can be discerned in the learner's response to all of these models, i.e. rejection or disinterest at first, followed by a gradual understanding and acceptance of diversity, and finally, an active involvement with an intercultural environment. The paper draws on a theoretical analysis, supported by suitable practical examples, and aims at showing teachers how they can systematically integrate language knowledge into the cultural context, which is a component of the curriculum"},{"@xml:lang":"sl","#text":"Čeprav se koncept kulture pogosto uvaja pri pouku italijanščine kot tujega oz.drugega jezika v okviru književnega pouka, se največkrat kulturna problematika obravnava površno, pomanjkljivo ter na ustaljen in predvidljiv način. Kulturi sicer pripisujemo velik pomen, vendar prepogosto zgolj na načelni ravni, ne da bi se v to problematiko poglabljali in jo pri študentih postopoma uzavestili. Zaradi tega razloga menimo, da je spodbujanje kulturnegazavedanja pri učencih, ki so del globalne svetovne skupnosti, pomemben dejavnik k opazovanju in sprejemanju stvarnosti v vsej njeni raznolikosti. Obstaja veliko didaktičnih modelov, ki jih lahko uvajamo in razvijamo glede na različne stopnje razvoja medkulturne zavesti, a skoraj vsi sledijo vzorcu, ki pri posamezniku v začetni fazi sproži odklanjanje ali nezainteresiranost, pozneje se kaže kot postopno razumevanje in sprejemanje različnosti, v zadnji fazi pa kot dejavno vključevanje v medkulturno okolje. Namen pričujočega prispevka je, da se s pomočjo teoretične analize, podprte z ustreznimi praktičnimi predlogi, ponudi učiteljem ustrezna izhodišča in sugestije pri uporabi strategij in orodij za sistematično umestitev jezikovnega znanja v kulturni kontekst, ki je sestavni del kurikula"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-74RIZA1S","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-74RIZA1S"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-74RIZA1S/c98c581a-4475-4e69-b2af-e6db4440f727/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-74RIZA1S/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-74RIZA1S"}}}}