Abstract Summary
I intend to shed some light on teaching and learning of adult illiterates who have never attended school. My point of interest are also teachers and educators who conduct language lessons for people who can neither write nor read in their mother tongue. The presentation is based on relevant literature, interviews conducted in Dari/Farsi and participatory observation of classes.
Abstract :
Diversity management
Anthropological perspective on illiteracy
Case study: Dari/Farsi speakers learning Polish and German
In this presentation I intend to shed some light on teaching and learning of adult illiterates who have never attended school. My point of interest are also teachers and educators who conduct language lessons for people who can neither write nor read in their mother tongue. The presentation is based on relevant literature, interviews conducted in Dari/Farsi and participatory observation of classes.
The main emphasis in my research has been put on cultural and linguistic biographies, images of a country of migration, images of the homeland, impressions of the language, cultural environment and surrounding social system when facing the new reality. I also discuss the motivation, its dynamics, attitudes towards learning, teaching, intercultural and transcultural competence and strategies of learning/teaching – referred both to teachers and learners.
The analysis is to show not only the challenges and possibilities of creating an inclusive teaching of languages and cultures, leading to empowerment, but also to show the emic perspective of learners who function in new environments and teachers who may become active researchers, looking for new teaching solutions and methods. It is also intended to question widespread (and often erroneous) opinions on learning and teaching and their actors.
My reflection is based on the assumption that the learning community is dynamic and consists of learners and teachers with various abilities, cultural and language biographies, and that it relies on moderation during interpersonal processes, which are often underestimated.
The context for this analysis are institutions dealing with migration, integration, inclusion and language policies. A comparison between teaching Polish and German allows contrasting different experiences. All the more so since this topic virtually does not exist in today’s Polish didactic discourse.
