Session
Education and Development
Description
The intense nature of intercultural processes in today's society alters communication at a fundamental level - both in practice and in behavior. Modern socio and psycholinguistic theories call for intercultural discourse to be the key in interpreting social interactions among people in global society. At the same time, it is normal to change the requirements of individual competence, understood as a complex of knowledge, skills and attitudes, allowing the individual to deal effectively with situations that are increasingly determined by cultural differences. This paper points out that the learning process should extend from the teaching individual grammatical structures and theoretical knowledge to the promotion of communication skills and the acquisition of intercultural dialogue skills.
Keywords:
intercultural competence, culture, differences, education.
Session Chair
Natka Jankova
Session Co-Chair
Alisa Sadiku
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-19-2
First Page
47
Last Page
52
Location
Pristina, Kosovo
Start Date
26-10-2019 1:30 PM
End Date
26-10-2019 3:00 PM
DOI
10.33107/ubt-ic.2019.50
Recommended Citation
Jankova, Natka, "Implementation of Intercultural Education in the Republic of North Macedonia" (2019). UBT International Conference. 50.
https://knowledgecenter.ubt-uni.net/conference/2019/events/50
Included in
Implementation of Intercultural Education in the Republic of North Macedonia
Pristina, Kosovo
The intense nature of intercultural processes in today's society alters communication at a fundamental level - both in practice and in behavior. Modern socio and psycholinguistic theories call for intercultural discourse to be the key in interpreting social interactions among people in global society. At the same time, it is normal to change the requirements of individual competence, understood as a complex of knowledge, skills and attitudes, allowing the individual to deal effectively with situations that are increasingly determined by cultural differences. This paper points out that the learning process should extend from the teaching individual grammatical structures and theoretical knowledge to the promotion of communication skills and the acquisition of intercultural dialogue skills.