Open-earedness theory has repeatedly been confirmed on several populations including American, English, Dutch, German and Finnish people. Nonetheless the influence of cultural diversity on openness towards unfamiliar music has received little attention from researchers and this may create the possibility of adding essential modifications of Albert LeBlanc’s theory. Considering the contemporary context, people’s migration towards economic developed countries becomes a phenomenon with great implications related to the progress of social and cultural characteristics of any national context. Researching the openearedness of people which have been exposed not only to their native culture but also to the adopted one (due to financial necessities) may reveal a series of useful aspects for the intercultural field (by disclosing new ways to promote the tolerance towards cultural diversity) and also for the educational field (by describing new strategies of learning in a context of adaptation to an unfamiliar musical space). The present article analyses a series of previous experiments that monitored the way different social categories integrated in cultural communities different from their own assimilate or not the elements of the adopted country into their musical identity. The present analysis has educational implications related to the ways students may develop the preference for unfamiliar music.
400 hundred years of Shakespeare's presence in world-wide theatres, schools, literature, film, and even languages must give us pause. It is worth reflecting on what there is in the texts that have come down to us that answers this great and obviously most diversified horizon of reception. The paper will try to present Shakespearean plots, characters and themes and examine them for their potential to become appropriated into the very centres of multiple cultural polysystems.
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In the past few decades, it has extensively been written about corpus linguistics, which has owned its upswing mainly to the use of electronic corpora since the 1960s (Brown Corpus). Meanwhile, an increasing number of fields within general and applied linguistics (e.g. computational linguistics, discourse analysis, contrastive linguistics, diachronic and synchronic linguistics, language teaching and learning research, lexicology and lexicography, psycholinguistics, sociolinguistics, translation studies) have been using corpus linguistic methods. In linguistic research, the empirical and descriptive character of corpus-based linguistic analysis has also been given an emphasis.
Thanks to the digital revolution of the 20th and 21st centuries the creation and provision of digital linguistic corpora is becoming accessible for smaller nations and language communities as well as for scientists. Nowadays, linguistic corpora cannot only be regarded as a tool to support language research and Translation Studies, but they also contribute to the enrichment of cultural diversity. The article focuses on international examples as well as on the most significant Hungarian corpora. The paper also discusses the criteria of corpus creation and several cultural aspects of corpus linguistics.
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Raúl César Romero González and Marcela Georgina Gómez Zermeño
This research enquires about the Information and Communication Technologies preferences of students, teachers, and school principals in the teaching-learning process of a second language in 9th grade in two settings: Spanish for the Huichol people in a remote rural area and English for a private school in the city. The first case is situated in a rural Huichol community in the high mountain area of Jalisco, Mexico. The second one is located in a wealthy neighborhood in the Western Metropolitan area of Mexico City. A qualitative methodology with a heuristic and ethnographic design to investigate the reality of the daily use of technologies in both contexts for learning a second language. The instruments were the participant observation and in-depth interviews. Among the key findings are: (a) the participants tend to favor the use of technology for second language learning, (b) the bandwidth and the speed of the Internet is crucial to strengthen the immersion into the culture of a second language, (c) Educational communities support electronic enquiring, (d) there are similarities in the preferred search engines between the two populations, (e) the equity of education is hindered by school desertions, and (f) educational innovation requires that similar investigations take place to foster a full performance in the society of knowledge.
The cross-cultural differences and the intercultural aspects of the collaboration have become increasingly prevalent over recent years. Undoubtedly, this diversity may generate different patterns of behavior in project teams. The research goal of the exploratory study is to identify advantages and obstacles to collaboration in multicultural teams at designing business solutions among Polish students – participants in intensive entrepreneurship programme (IP) within the framework of the international ECMT+ project1. In addition, the cognitive goal is to diagnose entrepreneurial attitudes and determinants of setting up one’s own company. During the two-week workshops in multicultural project teams in March 2017 at Karelia University in Finland, a participant observation method was applied. The main research method was, however, a semi-structured direct interview based on a questionnaire. Respondents were chosen purposeful and included six Polish students from Poznan University of Technology who carried out business projects in six multicultural teams – in total 48 participants were from 14 countries worldwide. The obtained results of the study point to measurable benefits of intercultural collaboration in project teams. Great commitment of the teams to achieve the goal and their healthy competition all remain noteworthy. Undoubtedly, however, a great diversity of attitudes and views in multicultural teams, national experiences and entrepreneurial knowledge make it necessary to overcome additional barriers, especially those with cultural backgrounds. The main limitation to the study is the non-representativeness of the sample and being limited to Polish participants. The findings presented in the article are very preliminary and further investigation in this field is necessary, i.e. comparative studies covering the remaining workshop participants.
In the education process, the student-teacher relationship has great significance, especially considering that in higher education students are enrolled from different high schools, countries, social strata and cultures. Faced with a new environment, new ways of teaching and meeting fellow students from different cultures is a difficult start for students, greater care of students by teachers would facilitate overcoming such challenges.
Respect for the student's individuality, monitoring of student progress in the educational process and recognition of student nature is the subject of study of this paper. The research was conducted at South East European University using an online questionnaire with students of different years of study, by gender, various faculties and students with different permanent residence. The online survey was also conducted with SEE University teachers to get their opinions about the topic of research. From the results obtained, we compared the views of students and teachers about teacher-student relationship from the perspective of teachers on one side and from the point of view of students from another side. From the collected data we have come to a confirmation of the hypothesis that the attitude of students towards the teacher-student relationship does not depend on the success of the student or the student's year of studies.