{"?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-AQDARAGB/96e36d25-49c7-4a68-9b97-d5fb0e1b3c35/PDF","dcterms:extent":"118 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-AQDARAGB/df381a69-2c6b-4282-acab-5c63d4ca5f45/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-AQDARAGB","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":"Štrajn, Darko","dc:format":[{"@xml:lang":"sl","#text":"letnik:19"},{"@xml:lang":"sl","#text":"številka:5/6"},{"@xml:lang":"sl","#text":"str. 107-120"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1847383","URN:URN:NBN:SI:doc-AQDARAGB"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"interkulturnost"},{"@xml:lang":"sl","#text":"kompetence"},{"@xml:lang":"sl","#text":"multikulturnost"},{"@xml:lang":"sl","#text":"tuji jeziki"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Interkulturnost v prostoru multikulturnosti| tuji jezik in interkulturna kompetenca|"},"dc:description":[{"@xml:lang":"sl","#text":"Multiculturalism is still a \"problem\" when we find ourselves in the area of \"interculturality\" where many interactions are in a play in the area of socialand cultural diversity. Identity, traditions, customs, symbols, religionand ... not least the different languages are defining the space of encounters, that is the social space of multiculturalism. Theoretically conceived coexistence of cultures and projections of policies of diversity collide with the question of transmission of the above mentioned concepts in the realm of the everyday lives of people. Education and training are of course crucial, as demonstrated in a series of documents of such internationalorganizations as the Council of Europe, UNESCO and several non-governmental organizations. The study LACE (Languages and Cultures in Europe), which was carried out in 2007 for the European Commission's Directorate for multilingualism, we started from the perception that educationcan fulfil at least a part of the expectations, if it focuses concretely on the development of abilities, skills and, above all, intercultural competences of pupils. It probably does not need to be argued extensively that teaching a foreign language is one of the most important levers for the creation of these skills. In a survey of the first foreign language teaching in 13 European countries at the level of compulsory education (ISCED levels 1 and 2) we found that all possibilities are in general not enough exploited, and that a developing of intercultural skills incurriculum and in intercurricular links is surprisingly only embryonic"},{"@xml:lang":"sl","#text":"Multikulturnost je še vedno \"problem\", ko se znajdemo v območju \"interkulturnosti\", kjer se odigravajo vsakršne interakcije v območju raznolikosti. Identitete, tradicije, običaji, simboli, religije in, ne nazadnje, različne govorice opredeljujejo prostor srečevanj, torej družbeni prostor multikulturnosti. Teoretsko zamišljeno sožitje kultur in projekcije politik raznolikosti zadenejo na vprašanje posredovanja omenjenih konceptov v sfero vsakdanjega življenja ljudi. Vzgoja in izobraževanje sta pri tem seveda ključnega pomena, kar je razvidno iz vrste dokumentov takih mednarodnih organizacij kot so Svet Evrope, UNESCO in številne nevladne organizacije. V raziskavi LACE (Languages and Cultures in Europe), ki je bila izvedena l. 2007za Direktorat Evropske komisije za večjezičnost, smo izhajali iz spoznanja, da edukacija lahko izpolni vsaj del pričakovanj, če se konkretno usmeri k oblikovanju sposobnosti, spretnosti in predvsem interkulturnih kompetenc pri učencih. Da je pouk tujega jezika eden od najpomembnejših vzvodov za oblikovanje teh kompetenc najbrž ni treba posebej dokazovati. V raziskavi poučevanja prvega tujega jezika v 13 evropskih državah na ravni obveznega izobraževanja (na stopnjah ISCED 1 in 2) pa smo ugotovili, da možnosti pretežno niso dovolj izkoriščene, in da je razvijanje interkulturnih kompetenc v kurikulumih in v interkurikularnih povezavah še presenetljivo neizoblikovano"}],"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-AQDARAGB","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-AQDARAGB"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-AQDARAGB/96e36d25-49c7-4a68-9b97-d5fb0e1b3c35/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-AQDARAGB/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-AQDARAGB"}}}}