Suchergebnisse

The main purpose of the article is to present the evolution of legal regulations regarding national minorities in Ukraine, the structure of these minorities and the dynamics of demographic change. The authors analyzed the geographical distribution as well as the political, cultural and educational activity of the most numerous national minorities. They presented the main reasons for the increase or decrease in the size of the largest national groups. The political and legal foundations of minority activities, the specificity of the organization of their educational institutions, national-cultural associations and ethnic parties were analyzed. Particular attention was paid to the problematic provisions of the new Education Act (2017), which reduced the status of languages of national minorities in education and led to the deterioration of relations with individual countries with which minorities are associated. The authors discussed the most severe problems in bilateral relations arising from Ukraine's policy towards minorities and some ideas on how to solve them. The main methods of improving nationality policy in contemporary Ukraine were also presented.

The present volume aims at exploring the overall patterns of linguistic regionalism throughout Eastern Europe, casting also a comparative glance beyond this specific cultural setting into neighboring Western European regions. A wide array of aspects related to regional language designs are addressed, such as: linguistic rights, conflicting conceptualisations of linguistic regionalism, the role of the internet in identity modelling, the role of linguistics in language planning and research, etc. The volume is also designed to approach linguistic regionalism on a general theoretical level giving a critical assessment of Aleksandr Dulichenko's microlanguage paradigm. Case studies of individual projects as well as reports by regional language activist will provide the reader with glimpses of how regional language designs are set up and elaborated.

The Polish minority has been in Southern Bukovina for many generations. To this day, there are Polish cultural and educational organizations, minority members eagerly practice Polish traditions and national customs. The main factor that created opportunities for the development of Polish national identity was the Polish language. The language has been passed down to the next generations and is still used today. The first Poles after the settlement of Bukovina could open a Polish church, schools and social organizations, as a resolute Polish was used by many people and in many places, and became popularized. Subsequent activities of the Polish minority developed interpersonal relationships among the minorities. The Polish language united all Poles in Bukovina, developed institutions and ties with their homeland. The Polish minority continues to practice the Polish language over 200 years after the arrival of their ancestors, as a result Polish identity still exists today. The method of analysis was used in the article. Activities that popularized learning the Polish language and opportunities to promote tradition and identity were presented. Also the history of the southern territory of Bukovina and its impact on the development of the Polish national minority.

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment emphasizes the importance of sociolinguistic competence. Knowledge about a society and its culture is a part of general knowledge about the world. Therefore, it is especially important for a learner of a language to acquire socio-cultural knowledge. There are a lot of stereotypes about a country, its culture and society among its neighbours. Learning Polish in Lithuania promotes a better understanding of Polish culture and helps to overcome stereotypes. Both countries have the common history; however, Lithuanian society's perception of the Poles is not always rational. The public opinion polls show that Lithuanians perceive the Poles worse than they perceive Russians. Does learning the Polish language provide the opportunity to understand the country and the culture as well as to reassess the views on the Poles? The students, who have been learning the Polish language for three semesters (A1-B1) at VMU, were asked to share their opinion. The questions were the following: Why did they choose to learn Polish? What did they know about Poland and Polish culture before the course? What are their insights into Poland after the course? The students were not satisfied with their knowledge about Poland prior to starting the course. It should be noted that they assessed their knowledge on the subject from the perspective of three semesters. In the meantime, some students went to the Summer School of the Polish Language and Culture in Poland and had an opportunity to visit Warsaw. The students, who completed B2 course of the Polish language, have changed their views and perceptions of Poland and its culture. The learning of the language has become an opportunity to learn about Poland and its culture and enabled students to evaluate the country very positively. [.]

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment emphasizes the importance of sociolinguistic competence. Knowledge about a society and its culture is a part of general knowledge about the world. Therefore, it is especially important for a learner of a language to acquire socio-cultural knowledge. There are a lot of stereotypes about a country, its culture and society among its neighbours. Learning Polish in Lithuania promotes a better understanding of Polish culture and helps to overcome stereotypes. Both countries have the common history; however, Lithuanian society's perception of the Poles is not always rational. The public opinion polls show that Lithuanians perceive the Poles worse than they perceive Russians. Does learning the Polish language provide the opportunity to understand the country and the culture as well as to reassess the views on the Poles? The students, who have been learning the Polish language for three semesters (A1-B1) at VMU, were asked to share their opinion. The questions were the following: Why did they choose to learn Polish? What did they know about Poland and Polish culture before the course? What are their insights into Poland after the course? The students were not satisfied with their knowledge about Poland prior to starting the course. It should be noted that they assessed their knowledge on the subject from the perspective of three semesters. In the meantime, some students went to the Summer School of the Polish Language and Culture in Poland and had an opportunity to visit Warsaw. The students, who completed B2 course of the Polish language, have changed their views and perceptions of Poland and its culture. The learning of the language has become an opportunity to learn about Poland and its culture and enabled students to evaluate the country very positively. [.]

For about two years, the language of the new authorities has been constituting in Poland, made up by the comments of Jarosław Kaczyński, Chairman of the Law and Justice (PiS) party, and enunciations of the most important state officials and experts loyal to the ruling party, members of parliament, senators, Catholic church authorities and journalists who support the idea of the so-called "Good Change." Many important, sometimes controversial words spoken by the representatives of the ruling camp appeal or directly concern democracy, its principles of operation or legitimacy. Due to the specificity, repetitive nature and regularity of these statements, one may speak of the formation of a "PiS-style democracy" discourse. The main rules of its formation are imposed by the chairman and ideologist of the ruling party and its programming documents. The presented article is therefore based primarily on statements made by the Chairman of Law and Justice and on the party's official programme. The starting point is the hypothesis that the PiS-style democracy discourse and discourse formations in the Fourth Republic of Poland analysed in the article do not only recall or paraphrase slogans dating back to the Polish People's Republic, but they also use cognitive categories, thought patterns and reasoning in line with the discourses imposed on Poles by the Soviets in the PPR era. The analysis shows that the discourses of the new authorities, in particular the PiS-style democracy discourse, emerge according to the rules of the discourses of Soviet dictatorship of the proletariat, as well as the democratic dictatorship of the PPR, imposed on Poles by the Soviet Union after World War II. Similarly, statements made by the representatives of the ruling camp concerning the development patterns of the economy and political practices, emerged under the influence of the rules of the Marxist-Leninist doctrine and the discourses of democracy in the Polish People's Republic. The PiS-style democracy discourse evokes their key ideologemes ...

For about two years, the language of the new authorities has been constituting in Poland, made up by the comments of Jarosław Kaczyński, Chairman of the Law and Justice (PiS) party, and enunciations of the most important state officials and experts loyal to the ruling party, members of parliament, senators, Catholic church authorities and journalists who support the idea of the so-called "Good Change." Many important, sometimes controversial words spoken by the representatives of the ruling camp appeal or directly concern democracy, its principles of operation or legitimacy. Due to the specificity, repetitive nature and regularity of these statements, one may speak of the formation of a "PiS-style democracy" discourse. The main rules of its formation are imposed by the chairman and ideologist of the ruling party and its programming documents. The presented article is therefore based primarily on statements made by the Chairman of Law and Justice and on the party's official programme. The starting point is the hypothesis that the PiS-style democracy discourse and discourse formations in the Fourth Republic of Poland analysed in the article do not only recall or paraphrase slogans dating back to the Polish People's Republic, but they also use cognitive categories, thought patterns and reasoning in line with the discourses imposed on Poles by the Soviets in the PPR era. The analysis shows that the discourses of the new authorities, in particular the PiS-style democracy discourse, emerge according to the rules of the discourses of Soviet dictatorship of the proletariat, as well as the democratic dictatorship of the PPR, imposed on Poles by the Soviet Union after World War II. Similarly, statements made by the representatives of the ruling camp concerning the development patterns of the economy and political practices, emerged under the influence of the rules of the Marxist-Leninist doctrine and the discourses of democracy in the Polish People's Republic. The PiS-style democracy discourse evokes their key ideologemes ...

The processes of economical, political and cultural integration to the European Union lead to the creation of a large area of interrelation among a large number of societies with different cultures and languages. This means that the traditional communication areas which have so far lived in some functional monolingualism will find themselves located in a unique interrelation process. One of the goals mentioned in the European Council documents is to promote the unity among the European societies and, at the same time, to preserve the current cultural and linguistical diversity. In the present paper we analyse the reasons for which it is necessary to protect the linguistical diversity and outlight the need to protect the European regional languages. We stream the importance of education in the "multiidentity" through the mutual knowledge of various languages and cultures which coexist in the European interrelation space. ; The processes of economical, political and cultural integration to the European Union lead to the creation of a large area of interrelation among a large number of societies with different cultures and languages. This means that the traditional communication areas which have so far lived in some functional monolingualism will find themselves located in a unique interrelation process. One of the goals mentioned in the European Council documents is to promote the unity among the European societies and, at the same time, to preserve the current cultural and linguistical diversity. In the present paper we analyse the reasons for which it is necessary to protect the linguistical diversity and outlight the need to protect the European regional languages. We stream the importance of education in the "multiidentity" through the mutual knowledge of various languages and cultures which coexist in the European interrelation space.

The article discusses the concept of value-based management adapted to the specificity of public cultural institutions. The adaptation process involves mainly the consideration of the advantages generated by cultural institutions and the application of a discount rate in social calculations. The presented concept makes it possible to assess the social rationale behind the activity of non-commercial cultural institutions. In order to explain the suggested solutions better, a numerical example illustrating the methodology covered in the paper has been used.

When the year 2001 was announced the European Language Year this was a good occasion to point out how culturally and linguistically diverse Europe is and how important a role language education plays as a means of getting to know one another, furthering tolerance for various cultures, intensifying and enriching ways of language promotion, and showing how important language skills are for employment and migration in Europe. Both the European Union and the Council of Europe are very actively promoting linguistic diversity and language education. The Bologna Declaration, which was signed in 1999, posits the development of a European Space of Higher Education by 2010. The aim of this Bolognese process is to create adequate conditions of teaching at the university level in Europe and to encourage the greater mobility of students and academic teachers. Well aware of the challenges and the role which higher education establishments must play in uniting Europe, the Scientific Committee of the Berlin Conference "The European Foreign Language Year, Berlin, 28-30 June 2001" launched an appeal for cooperation in the field of furthering and promotion of cross-cultural knowledge and skills and multilingualism to the authorities of European institutions and organisations. It called for the acceptance of the Berlin Declaration entitled "Language Education in Higher Education - A Crucial Element in the process of European Integration". The authors of the Declaration appeal to the authorities of European universities to take action to develop and implement a language policy for both didactic and research spheres as a well as a developmental strategy for the entire institution. So far, no document, clearly and explicitly formulating the assumptions for university language policy, has been drawn up at Warsaw University, the largest humanistic university in Poland, where about 10 thousand students undergo some form of foreign language instruction each year. ; Ogłoszenie roku 2001 Europejskim Rokiem Języków stało się okazją do podkreślenia różnorodności kulturowej i językowej Europy oraz roli kształcenia językowego jako ważnego środka wzajemnego poznania i budowania tolerancji dla różnych kultur, a także do zintensyfikowania i wzbogacenia sposobów promocji języków oraz ukazania znaczenia umiejętności językowych w procesach zatrudnienia i przepływu osób w Europie. Zarówno Unia Europejska, jak i Rada Europy wykazują dużą aktywność w promowaniu różnorodności językowej i nauczania języków. Deklaracja Bolońska, podpisana w 1999 roku, przewiduje utworzenie do roku 2010 europejskiej przestrzeni szkolnictwa wyższego. Tak rozpoczęty proces boloński ma na celu stworzenie odpowiednich warunków kształcenia na poziomie wyższym w Europie oraz przyczynienie się do zwiększenia mobilności studentów i nauczycieli akademickich. Mając świadomość wyzwań i roli, jaką szkoły wyższe muszą odegrać w jednoczącej się Europie, Komitet Naukowy Berlińskiej Konferencji "Europejski Rok Języków Obcych, Berlin 28-30 czerwca 2001" wystosował apel do władz instytucji i organizacji europejskich o współpracę w dziedzinie rozwijania oraz promowania wiedzy i umiejętności interkulturowych, a także wielojęzyczności. Zaproponowano przyjęcie Deklaracji Berlińskiej, zatytułowanej "Kształcenie językowe w szkolnictwie wyższym - kluczowy element procesu integracji europejskiej" . Autorzy projektu Deklaracji zwracają się do władz uczelni europejskich z apelem o podjęcie prac mających na celu opracowanie i wdrożenie polityki językowej dotyczącej zarówno sfery dydaktyki i badań naukowych, jak i strategii rozwoju całej instytucji. W Uniwersytecie Warszawskim, największej polskiej uczelni humanistycznej, gdzie nauczaniem języków obcych w różnej formie objętych jest rocznie około 10 tys. studentów, dotąd nie stworzono jednak dokumentu, w którym jasno i wyraźnie zostałyby sformułowane założenia polityki językowej tej uczelni.

Celem artykułu jest charakterystyka dwóch kultur prawnych, tj. kultury władzy oraz kultury uzasadniania, sformułowanych przez Davida Dyzenhausa. Powyższa dystynkcja kultur zaproponowana przez kanadyjskiego teoretyka prawa stanowi interesujący głos w dyskusji nad tym, w jaki sposób wybrnąć z problemu wyznaczenia granic sprawowania władzy publicznej, a w konsekwencji również problemu bezkonfliktowego realizowania zasady podziału władzy. Najogólniej rzecz ujmując, w kulturze władzy uzasadnianie dla działania władzy jest konieczne na etapie jej ustanawiania, w momencie zaś jej ustanowienia władza nie widzi potrzeby uzasadniania swoich decyzji. W kulturze uzasadniania w sytuacji, gdy władza już została ustanowiona, reguły kultury uzasadniania nakazują władzy uzasadniać swoje wszystkie decyzje. Rekonstrukcja powyższych idei kultur prawnych została zilustrowana ostatnimi propozycjami zmian w ustawie o Sądzie Najwyższym. W konkluzji artykułu wskazano, że zaproponowane zmiany funkcjonowania Sądu Najwyższego są oczywistymi przykładami działań władzy ustawodawczej opartych na dyrektywach kultury władzy, co prowadzić może do naruszeń zasad państwa prawa. ; The aim of this article is to describe two legal cultures, namely the culture of authority and the culture of justification, as formulated by David Dyzenhaus. This distinction between legal cultures proposed by the Canadian theorist of law makes an interesting contribution to the discussion on how to make headway with the problem of determining the limits of public authority and, consequently, the problem of implementing the principle of the separation of powers in such a way that conflicts do not arise. In general, with the culture of authority, justification of the actions of an authority is necessary only when it is being established, and once its authority has been established, the authority sees no further need to justify its decisions. Whereas in the cultureof justification, after an authority has already been established, the rules of the culture of justification require that the authority continue to justify all its decisions. The reconstruction of these conceptions of legal cultures are illustrated by the recently proposed Act on the Supreme Court in Poland. The conclusion of the paper indicates that the proposed changes to the functioning of the Supreme Court are clear examples of legislative action based on the directives of a culture of authority, which may lead to violations of the rule of law.

This article is the voice of Etnolingwityka's editor-in-chief on the current tasks of ethnolinguistics as a scholarly subdiscipline, as well as of the journal. According to the author, of the two foundations of Slavic ethnolinguistics mentioned by Nikita Tolstoy (i.e., its pan-Slavic character and the unity of language and culture) it is mainly the latter that has preserved its topicality: language is the source of knowledge about people and human communities, as well as the basis for building one's identity (individual, national, regional, professional). The agenda of cultural linguistics has been followed by the contributors to the present journal and its editorial team with a focus on various genres of folkore, the problems of the linguistic worldview, and in recent issues with studies on the semantics of selected cultural concepts (family, democracy, equality, otvetstvennost', etc.). Ethnolinguistic research of this sort, seeking "culture in language" (i.e. in the semantic layer of linguistic forms), render ethnolinguistics (especially in its cognitive variant) close to Western cultural or anthropological linguistics. When Slavic ethnolinguistics, being treated as a cultural linguistics, focuses on the semantics of value terms, it stands a good chance of engaging in a dialogue with Western anthropological linguistics and contributing original insights to the common body of research on values. A specific proposal in this direction is the international project EUROJOS. ; O aktualnych zadaniach etnolingwistyki jako subdyscypliny badawczej i rocznika o tej nazwie ("Etnolingwistyka" 1988–2015) wypowiada się redaktor naczelny pisma. Uważa, że z dwóch zasad, które u podstaw etnolingwistyki słowiańskiej stawiał Nikita Tołstoj – wymiar ogólnosłowiański i jedność języka i kultury – aktualność zachowała głównie ta druga zasada, tj. traktowanie języka jako źródła wiedzy o człowieku i społeczności i podstawy budowania własnej tożsamości (indywidualnej, narodowej, regionalnej, zawodowej). Program lingwistyki kulturowej był realizowany przez redakcję rocznika i autorów piszących na jego łamach w latach 1988–2015 z nastawieniem na różne gatunki folkloru, na problemy językowego obrazu świata, w ostatnich numerach pisma – na studia szczegółowe dotyczące semantyki wybranych konceptów kulturowych (rodzina, demokracja, równość, otvetstvennost' itp.). Tak uprawiane badania etnoligwistyczne – szukające "kultury w języku", w semantycznej warstwie form językowych – zbliżają etnolingwistykę (zwłaszcza w jej wariancie kognitywnym) do zachodniej lingwistyki kulturowej. Etnolingwistyka słowiańska traktowana jako lingwistyka kulturowa, obierając za wyróżniony przedmiot swoich zainteresowań semantykę nazw wartości, ma szanse wejść w partnerski dialog z zachodnią lingwistyką antropologiczną i wnieść do wspólnych badań nad wartościami swój oryginalny wkład. Propozycją ram dla takiego dialogu jest międzynarodowe konwersatorium etnolingwistyczne EUROJOS.

This article explores current issues of minority education in China, especially in the context of religion and language education. In the first part of the article, the author describes (1) cultural and political framework of Chinese education in general and (2) current educational conditions, also discussing differences in educational attainment for minority groups in China. The second part of the article presents the situation of minority religions, which is not really recognised in state schooling in China. The author shows educational examples from the Tibet region and from Muslim education. The third part of the article explores another major challenge related to ethnic minority schooling, which is language diversity. In the final part of the paper, the author tries to comment on Chinese minority education dilemmas and concludes with some social recommendations. ; This article explores current issues of minority education in China, especially in the context of religion and language education. In the first part of the article, the author describes (1) cultural and political framework of Chinese education in general and (2) current educational conditions, also discussing differences in educational attainment for minority groups in China. The second part of the article presents the situation of minority religions, which is not really recognised in state schooling in China. The author shows educational examples from the Tibet region and from Muslim education. The third part of the article explores another major challenge related to ethnic minority schooling, which is language diversity. In the final part of the paper, the author tries to comment on Chinese minority education dilemmas and concludes with some social recommendations.

Metal-morphoses On the language of metal journalism in the monthly "Rock'N'Roll" in 1990-1991

This article is an attempt at analyzing the language of journalists dealing with different types of metal music in the "Rock'N'Roll" magazine, which appeared in 1990-1991. The period after the transformation of the system in Poland is particularly interesting because of the development of music journalism, and the "Rock'N'Roll" seems to be the bravest music magazine of that time. Cycles of articles, concert reviews, disc reviews, analysis of the phenomenon – all of them constitute a very intriguing picture of this period in the development of musical awareness of Polish heavy metal audience.