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New Guinea and belongs somewhat reluctantly to Indonesia. Before living in what we used to call Third
World countries and what are now referred to as Less Developed Countries (in international aid
jargon LDC s ), I had imagined that, having read, heard, and seen on TV a great deal about such coun-
tries, somehow I already knew about problems and their solutions. I had read quite extensively on the
subject of bilingual education, and thought that I might usefully impart some of what I knew to teach-
ers, most of whom had no education beyond their own schooling. I meant well, but I was quite wrong in
my assumptions and ill equipped to be of much use. I had a lot to learn.
One problem, in retrospect, is that in the richer countries we have been led to see relations with poor
countries as one-way traffic. Images of starving people receiving food, adverts suggesting we adopt
a village child, requests for donations of blankets, toys, whatever, reinforce the message: We give; they
receive. We teach; they learn. We actually have quite a high opinion of ourselves. We rarely ever con-
sider that we ourselves might be seen as fairly useless and inadequate in the eyes of others, even less that
we might be viewed by the economically disadvantaged as in any way disadvantaged or inferior our-
selves.
What, do you think, the author has in mind when she says that: we have quite a high opinion of our-
selves ?
Can you think of situations when they can consider us useless, and why?
Learning non-European languages can give access to other views on life in a way which differs from
learning European languages which share many common concepts. In many indigenous languages, the
word poor does not relate to material possessions or money, but to lack of relatives or immediate fam-
ily. By this definition those living in nuclear Western families are on the edge of poverty. By this definition
the new generation of affluent only children in China without siblings, uncles, aunts or cousins are,
despite the attention lavished on them by doting parents, in a worse position than many materially
deprived African children.
Why does she think that children in China are poor even if their parents may be quite well off and
caring?
www.wsip.com.pl 39
[& ] Consider the question of rewards. We in the rich countries assume that money is the great motiva-
tor. Our own economies are constructed round making it, spending it and then making more in order to
spend more and more. Yet there are still places where people cannot be motivated by cash rewards.
When I lived in the Cook Islands in the Pacific, even though the seas and lagoons were teeming in fish,
it wasn t for sale. It was part of a complex system of trading within families to which we as outsiders
had no entre, not having grown our own taro, the local staple, or reared our own pigs. We actually had
nothing anyone wanted. Offering a Cook Islander money to buy the fish he had just caught would have
been to insult him, but if he liked you, he might allow you to join him on a fishing trip where you could
catch your own. Another thing that was hard for outsiders to understand was that the islanders, once
they had purchased what they needed immediately, a scooter, for instance, would simply give up work
until they wanted something else.[& ]
International aid agencies who want to improve a country s economic position, as well as foreign-
owned businesses, do not always demonstrate understanding of the problems of using the profit motive
as an incentive. Promotion is not always seen by employees as desirable. Everyone is not ready to
embrace market forces . Money itself is of little use to you if there is nothing to purchase with it. [& ]
What other incentives can motivate people?
It is traditionally through kinship vocabulary that anthropologists make sense of a new people. Family
relationships are frequently puzzling to outsiders. In some Polynesian societies siblings and friends give
children away to each other I have two boys, my cousin has two girls better to have one of each.
Let s swop! Pacific islanders often have a feeding parent where a child may choose to move between
two sets of parents. The term in Cook Island Maori is Tamaiti whangai . Where the child is held solely
by the adopting parents the term Tama U a is used, with tama meaning child and U a or Kuha
meaning loins such a child has all the rights of a natural child While it may seem strange to us, many
of the problems which arise in the hothouse environment of western nuclear families often appear to be
avoided There is always somewhere for a trouble teenager to go.
Can you think of other cultural differences that can be encountered when you travel abroad?
4. Write an essay on the problems of intercultural communication.
V. PROCEDURY OSIGNICIA CELW
Nauczyciel stosuje wiele technik integrujcych rozwój poszczególnych sprawnoci a take systematyzu-
jcych wiedz jzykow. Niekoniecznie musi si to odbywa na drodze dedukcji (regu"y podawane przez
nauczyciela lub podrcznik). Uczniowie powinni by zachcani do poszukiwania prawid"owoci (induk-
cji). Ich hipotezy s nastpnie potwierdzane lub weryfikowane przez nauczyciela. Uczniowie powinni
mie moliwo najpierw zaobserwowa dan prawid"owo w kontekcie komunikacyjnym, a nastp-
nie mie okazj do zastosowania danej struktury najpierw w sposób kontrolowany (nauczyciel zwraca
uwag na poprawno), a nastpnie w spontanicznej rozmowie, podczas której nauczyciel nie interwe-
niuje, jeli nie ma zak"ócenia komunikacji, a co najwyej prowadzi obserwacj i wyciga wnioski na przy-
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