Integracyjne perspektywy kulturoznawczego kształcenia językowego w gimnazjum i liceum

Abstract

The purpose of the article is to indicate the areas of inner- and interobjective integration which are determined by the realization of linguistic-related cultural issues. The idea of culturerelatedness has developed in the methodology of teaching the Polish language in the context of the discussion on praxeology – a dispute about the concept of school language education which aims at establishing a proportion between the practical-normative and theoreticalcognitive objectives. The development of cognitivism and cultural linguistics as well as research on the linguistic image of the world revealed that it was reasonable to reconsider the advantages of the cognitive aspects related to linguistics. Research on the language considered as a specific document of the spiritual and material history considerably exceeds the area of traditional descriptive grammar. It can become an important and coherent component of cultural education which also includes the development of the communicative competence – since a prerequisite for competent communication is reaching the semantic essence of the language, which means, among other, recognizing the cultural legacy in its various aspects. The image of the past history of the nation, its mentality, views, habits and customs which is contained in the language constitutes a cultural teaching material that can potentially bring numerous educational benefits such as initiating pupils into aware participation in culture and stimulating their interest in linguistics. Another advantage of culture-related language education is its integrative potential; it can become a part of a coherent language teaching system that would be realized by innerobjective integration. Culture-related content is a component that consolidates linguistic and literary-cultural education. Acting as a base for the teaching material, it also opens up a possibility of interobjective correlation.