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Европа и педагогическая проблема межкультурного взаимодействия: знание и личное участие за пределами утопии 624
Данная статья посвящена решению лингвометодических проблем (содержание, формы, исследования и методическое обеспечения), которые связаны с законами становления и развития двуязычия среди дагестанских школьников. Второй язык формируется в процессе преподавания русского языка как неродного в дошкольном и начальном образовании.
Тип: научная статья
In this regard, it is important to remember the view of the EU Commission, in their communications of 2000 and 2001, where they outlined a certain number of principles to which integration policies were to be aligned; the most relevant of these principles is the necessity for a multi-sectorial approach, which considers not just the economic or social dimensions of integration, but also issues relating to religious and cultural differences, to citizenship, to participation and to civil and political rights. However different may be the exigencies of one territory from another, it is essential that policies of integration are planned according to a general, long-term logic. At the same time, answers must be found for specific needs of certain groups, responding to local limitations. Such methods must aim at creating partnerships between a multiplicity of interested parties, and consequently, they require adequate resources. Members of the migrant communities, including women and subjects enjoying international tutelage are required, according to the Commission, to participate in the planning, the implementation, and evaluation of projects and policies that relate to them. In principle, it is absolutely necessary to acquire awareness of the enormous scope of the complexities deriving from the constant progressive changes underway in our society. These are of quantitative nature, and directly concern the construction, in most important places of the west, of ever larger cultural minorities, evidently differing one from the other; and also qualitative, since they materialize in the legitimate requests on the part of these ethnicities, to be hosted and treated not just as a collection of single subjects, but as a community with their own structures and their own identity.
 Cfr. Comunicazione della Commissione al Consiglio, al Parlamento Europeo, al Comitato economico e sociale europeo e al Comitato delle regioni su immigrazione, integrazione e occupazione, Brussels 3.6.2003, COM (2003), p. 336.
 Cfr. A. Gambino, Gli altri e noi: la sfida del multiculturalismo, il Mulino, Bologna 1996, pp.55-57.
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