Textos 2019 PDF

Idioma Extranjero
Inglés
Facultad de Humanidades
Año 2019
Dpto. de Idiomas Extranjeros con Propósitos Específicos

Facultad de Lenguas
UNCO
Universidad Nacional del Comahue – Facultad de Lenguas – Departamento de 2019
Idiomas Extranjeros con Propósitos Específicos. Inglés (Facultad de Humanidades)
Introducción a “Idioma Extranjero Inglés”
Textos 2019
El siguiente material consta de una selección

de textos para desarrollar la habilidad de
lectura y comprensión en idioma inglés
como lengua extranjera. Las temáticas de los
mismos han sido seleccionadas teniendo en cuenta que los y las
estudiantes que cursan la materia pertenecen a diferentes campos de
estudio, dentro de lo que podríamos caracterizar como un “área
humanística” amplia. Las temáticas generales, junto con una variedad de
estrategias de aproximación a los textos podrán
ayudar a abordar textos académicos más
específicos de cada área de estudio.
2
 What is reading?
Reading is an active process.
Reading involves active participation of the

reader.
Reading is asking questions of the printed text.
Reading involves the recognition of forms and

structures of the language.
Reading comprehension…
1) Reading is not a simple, passive process. It is a very complex process.

2) Reading requires active participation of the reader.
3) Reader, text and activity are interrelated in dynamic ways.
4) Reading involves an interaction between thought and language.
5) The message is something created by the interaction between writers and readers as
participants in a particular communicative situation.
6) Reading comprehension is the ability to read text, process it and understand its
meaning.
7) Reading comprehension is an intentional, active, interactive process that occurs
before, during and after a person reads a particular piece of writing.
3
What do the two languages have in common?
• Reading is a complex cognitive process of decoding symbols in order to

construct or derive meaning (reading comprehension). Reading is a means
of language acquisition, of communication, and of sharing information and
ideas. Like all languages, it is a complex interaction between the text and the
reader which is shaped by the reader’s prior knowledge, experiences, attitude,
and language community which is culturally and socially situated. The reading
process requires continuous practice, development, and refinement. In
addition, reading requires creativity and critical analysis.
• Leer es un proceso cognitivo complejo de decodificación de símbolos con el

objetivo de construir o derivar significado (comprensión lectora). La lectura es
un medio de adquisición de la lengua, de comunicación y además, es un
medio para compartir información e ideas. Como todas las lenguas, leer
implica una interacción compleja entre el texto y el lector. Esta interacción
está mediada por el conocimiento previo del lector, sus experiencias, actitudes
y comunidad lingüística, cultural y socialmente situada. El proceso de la lectura
requiere una práctica, desarrollo y refinamiento continuos. Asimismo, leer
requiere de creatividad y un análisis crítico.
4
 Same or different?
What is Culture?
Culture is communication, communication is culture.
Culture is symbolic communication. Some of its symbols
include a group's skills, knowledge, attitudes, values, and
motives. The meanings of the symbols are learned and
deliberately perpetuated in a society through its
institutions.
Culture in its broadest sense may be defined as cultivated
behavior; that is, the totality of a person's learned,
accumulated experience which is socially transmitted, or
more briefly, behavior through social learning.
5
 Previous knowledge, knowledge of the world and knowledge of

the subject
Text A:
Globalization can be described as a process by which the people of the world are
unified into a single society and function together. This process is a combination of
economic, technological, socio-cultural and political forces. It's a movement of people,
goods, capital and ideas due to increased economic integration. The concept is very
controversial. Some think that it is positive because it will eliminate the isolation of
countries; others believe that one of its consequences will be the end of cultural
diversity.
(Source: adapted text from Internet pages)
[…]
Text B:
“Alrededor de los años ´70 y ´80 la topología empezó a jugar un papel importante en la
física: esta tendencia se podía observar en el análisis de las anomalías en la teorías “de
gauge”, en la teoría de las transiciones de fase mediadas por vórtices y en la teoría de
cuerdas y supercuerdas. Más o menos al mismo tiempo, Jackes Lacan descubrió el papel que
juega la topología diferencial. La topología del sujeto de Lacan ha sido aplicada
exitosamente a la crítica de cine y al psicoanálisis del sida. En términos matemáticos, Lacan
señala que el grupo de homología de orden uno de la esfera es trivial, mientras que los otros
son profundos, y esta homología está relacionada con la conectividad o no conectividad
después de uno o más cortes”. […]
(Source: Alan Sokal)
Text C:
Como no le melga nada que la contradigan, la señora Fifa se acerca a la Tota y ahí nomás
le flamenca la cara de un rotundo mofo. Pero la Tota no es inane y de vuelta le arremulga
tal acario en pleno tripolio que se lo ladea hasta el copo. -¡Asquerosa! –brama la señora
Fifa, tratando de sonsonarse el ayelmado tripolio que ademenos es de satén rosa.
Revoleando una mazoca más bienprolapsa, contracarga a la crimea y consigue marivolarle
un suño a la Tota que se desporrona en diagonía y por un momento horadra el raire con sus
abroncojantes bocinomias. […]
(Source: “La Inmiscución Terrupta” – J. Cortázar)

6
 Recognizing word forms
Culture differe-nt aspects PEOPLE opportun-ity form
ident-ity FEEL solidar-ity peer group world human be-ing
automatically cultur-al group divers-ity EN-COURAGE example clash
IGNOR-ANCE prejudice-s ATTITUDE-S fear in-tolerance
differ-ing opinion-s human-ity im-migra-tion final-ly
tradi-tion-s habit-s memor-y CONFLICT-S free-dom
peace-ful coexist-ence migr-ate memor-ize ethic-al factor-s
discrimina-tion CHILD-REN THINK-ING feel-ing societ-ies
view-s environ-ment SCIENCE appropriate-ly CLOSE-LY
RELAT-ED respons-ible avail-able work-ing integr-ate help-ful
child-less high-er COUNTR-IES scientif-ic history-ian
sociolog-ist LEAR-NER scholar-ship UNDER-ESTIM-ATE child-hood
environ-ment-al educa-tion ETH-ICS
home-less LEARN-ING aware-ness TECHNOLOG-IES
7
 Recognizing word forms in a text
7Development Education and Research- Autumn 2008
Editorial
Development education (DE) as a sector is relatively new and its integration
into the formal, non-formal and tertiary education sectors is an ongoing
process. For example, in the schools’ curricula, development education
continually seeks to develop footholds in the classroom through new
programmes like civic, social and political education (CSPE) and citizenship
education. In contrast to more accessible and understandable sectors like
environmental education (EE) and education for sustainable development
(ESD), development education must continuously strive to prove itself as a
credible and important area of study. An important tool in this process of
building the pedagogical value and academic standing of development
education as a distinct, but essential component of education is research.
8
 Diagnostic Test
Pollution is the degradation of natural environment by external substances

introduced directly or indirectly. Human health, ecosystem quality and aquatic and
terrestrial biodiversity may be affected and altered permanently by pollution.
Pollution occurs when ecosystems cannot get rid of substances introduced into
the environment. The critical threshold of its ability to naturally eliminate substances
is compromised and the balance of the ecosystem is broken.
The sources of pollution are numerous. The identification of these different

pollutants and their effects on ecosystems is complex. They can come from natural
disasters or the result of human activity, such as oil spills, chemical spills, and
nuclear accidents. These can have terrible consequences on people and the planet
where they live: destruction of the biodiversity, increased mortality of the human and
animal species, destruction of natural habitat, damage caused to the quality of soil,
water and air.
Preventing pollution and protecting the environment necessitate the

application of the principles of sustainable development. We have to satisfy the
needs of today without compromising
the ability of future generations to meet
their needs. This means that we should
remedy existing pollution, but also
anticipate and prevent future pollution
sources in order to protect the
environment and public health. Any
environmental damage must be
punishable by law, and polluters
should pay compensation for the
damage caused to the environment.
9
 Reading Titles
1. Art: the creative process 2. The world of art
3. Human Resource Management 4. The functions of language
5. A Third World View 6. Economic Growth
of Human Rights and the Environment
7. ETHNICITY, MINORITY RIGHTS AND INDIGENOUS PEOPLES
8. The lost generation 9. Styles of scientific thinking in
European tradition
10. ANEW STRATEGY FOR
SCIENCE EDUCATION
11. THE ENVIRONMENT IN WORLD POLITICS
12. The Economics of Environmental
Protection 13. Endangered languages
14. LANGUAGE, CULTURE AND SOCIETY: key

15.Early Modern Literary Studies
topics in linguistic anthropology.
16. EXTREME WEATHER: IMPACTS OF CLIMATE CHANGE
10
In Focus: The
18.
17. A Short History Immigration Debate
of Ethics
20. Transnational migration theory

19. GENDER ISSUES
in population Geography
21. Political Science: Classical

Political Thought
22. Metaphor in language
and thought
23. SCIENCE, MIND AND ART

Essays on Science and the Humanistic Understanding in Art,
Epistemology, Religion and Ethics
24. Collective memories and

25. Global warming in an unequal world: social representations of the
a case of environmental colonialism. colonial past
26. PEACE, JUSTICE AND FREEDOM: HUMAN

RIGHTS CHALLENGES FOR THE NEW
MILLENNIUM
27. The
Foundations of Social Research:
Meaning and Perspective in the Research
Process
11
 Combining Titles and Texts

Titles:
1- The Scope of Social Sciences

2- The Cultural Heritage of Humanity
3- The Role of Human Rights in Foreign Policy
4- Languages under Threat
5- The World’s Urban Explosion
6- Languages in a Global World: Learning for Better Cultural Understanding
7- Intercultural Communication in a Global World
8- Globalization: Threat to World's Cultural, Linguistic and Biological Diversity
9- Hunger in the Third World
10- Environmental Policy and Natural Resources Management
11- Sustainable Cities
12- The Relationship between Language and Culture
Texts:
A) chronic shortage of food in a large number of developing countries in recent times has
focused world attention primarily on the urgent need to increase agricultural production in order
to provide more food for the Third World population. However, many experts believe that
increasing food supplies does not necessarily result in improved conditions for the impoverished
people. The famine conditions in several Third World countries are not the result of food shortage
arising from natural calamities. They are the result of man-made disasters. […]
By Dr Satyabrata Rai Chowdhuri
B) The main problems and the future of the great metropolitan areas of the world were
discussed by 800 participants at an international symposium, Metropolis 84, organized by
the Regional Council of the Ile-de-France and held in Paris from 10 to 12 October 1984. The
report on the proceedings of the symposium, on which this article is based, has been
published in Les Cahiers de la AURIF, Paris, (Nº 74). It covers the four main issues of the
symposium: demography and town planning, economic and technological change,
transport, and culture and environment. […]
12
C) Human rights have become a main feature of present-day international

politics. This book is about the role of human rights in foreign policy. In the first
part a number of problems and dilemmas which confront policymakers in the
field of human rights are discussed. The second part is about the place of human
rights in the foreign policy of a number of selected states. The text of the
Universal Declaration of Human Rights is attached.
D) Globalisation has transformed the world but it has also had a debilitating effect on the
earth’s languages.According to UNESCO, there are now 3,000 endangered languages worldwide.
Since 1950, 350 languages have become extinct. That is out of a total of an estimated figure of
6,000 languages still in active use.
E)
The word "science" is older than its modern use. The word has become a short-form
for "natural science". It is a recent development that society has become the object of an
organized body of knowledge which can be standardized and taught objectively, while
following its own rules and methodology.
The Social science has a wide scope. The Social Sciences comprise academic disciplines
concerned with the study of the social life of human groups, animals and individuals including
anthropology, archeology, communication studies, cultural studies, demography, economics,
human geography, history, linguistics, media studies, political science, psychology, social work
and sociology.
F)
The department ‘Environmental Policy and Natural Resources Management’ at the German
Development Institute (DIE) examines strategies for the sustainable use of natural resources
and the protection of the environment in developing countries as well as on a global scale.
Climate change, the scarcity of natural resources, and environmental pollution are problems
that increasingly require a transition towards a low carbon economy, which at the same time
allows for ecologically and socially inclusive development. Furthermore, global changes in
the ecology, politics, and the economy are affecting environmental policy and resource
management at every level. In view of these developments, the department analyses the
ongoing transitions in global environmental and climate policy. […]
13
G)
This book addresses language diversity around the world and its relation to
education and culture. In this time of globalization, language learning is central to politics,
economics, history, and most obviously education. […]This publication explores language
learning all across the globe, in countries ranging from France to Kazakhstan to Taiwan. It
provides a fundamental sense of the centrality of language and culture to humanity both
at present and into the future. It invites a humanitarian dialogue about language and
culture around the world.
H)
The 7th edition of the world’s largest water event will gather participants from the international
water community: academics, research institutions, enterprises, professional networks,
governments and policy-makers, IGOs and NGOs, as well as representatives from various fields
such as agriculture, food or energy. The 7th World Water Forum will focus on the implementation
of the solutions that were identified during the 6th edition (Marseille, France, 2012).
I) A UNESCO World Heritage Site is a place (such as a

forest,mountain,lake,desert, monument,building, complex, or city) that is listed by
the UNESCO as of special cultural or physical significance. The list is maintained by
the international World Heritage Programme administered by the UNESCO World
Heritage Committee, composed of 21 states parties which are elected by their General
Assembly. The program catalogues, names, and conserves sites of
outstanding cultural or natural importance to the common heritage of humanity.
J)
Sustainable cities work towards an environmentally, socially, and
economically healthy and resilient habitat for existing populations, without
compromising the ability of future generations to experience the same.
Since the 1990s, ICLEI has been helping local governments of all sizes
worldwide to build more sustainable cities and communities through the themes
of urban development, urban governance, Eco-City and Green City, eco-
budgeting and sustainable procurement.
14
K) […] Klaus Toepfer, Executive Director of UNEP, said yesterday: "The freeing up of markets
around the world may well be the key to economic growth in rich and poor countries alike. But this
must not happen at the expense of the thousands of indigenous cultures and their traditions".
"Indigenous peoples not only have a right to preserve their way of life. But they also hold vital
knowledge on the animals and plants with which they live. Enshrined in their cultures and customs
are also secrets of how to manage habitats and the land in environmentally friendly, sustainable,
ways," he said.
Much of this knowledge is passed down from generation to generation orally, in art works or in the
designs of handicrafts such as baskets, rather than being written down.
So losing a language and its cultural context is like burning a unique reference book of the natural
world.
L)
In a world of fast and easy communication, we are increasingly working

and studying alongside people from different cultures and linguistic backgrounds.
This can often require us to act and think in different ways and to challenge our
traditional ways of working. Misunderstandings and miscommunication can and do
arise but the benefits of such encounters are many. We gain from these
experiences, grow as individuals, develop new relationships and enhance
employability through the intercultural competence we acquire. These skills give
us the ability to maximise research and business opportunities in a global
marketplace.
M)
It is generally agreed that language and culture are closely related.
Language can be viewed as a verbal expression of culture. It is used to maintain
and convey culture and cultural ties. Language provides us with many of the
categories we use for expression of our thoughts, it is therefore natural to assume
that our thinking is influenced by the language which we use. The values and
customs in the country we grow up in shape the way in which we think to a certain
extent.
15
 Content words1 and function2words
Las palabras funcionales son aquellas palabras que tienen poco significado léxico y
sirven para expresar las relaciones gramaticales con otras palabras dentro de la
oración. El significado de la palabra funcional se obtiene dentro del contexto de la
oración.
The environment
The theory
The technicians
Las palabras de contenido, por el contrario, son aquellas que tienen un significado
especifico en el diccionario; por ejemplo, los sustantivos (denotan objetos u ideas),
los verbos (denotan acciones); los adjetivos (denotan características o cualidades) y
los adverbios (denotan modo, lugar, tiempo, cantidad, etc.).
Actividad: Los siguientes párrafos corresponden al mismo texto. ¿En cuál están
presentes las palabras de contenido y en cuál las palabras funcionales?
____________ _________ __ a ___________________ __________ that ___________ the

_____________, ________, _________, __________, and ____________ __________ that ___ _____
_____________. Its ____ __ to ________ the _____________ between ________ ________ and
______ ________ in the _________ and the _________.
Environmental Planning is __ decision-making process ____ considers ___

environmental, social, political, economic, ___ governance factors ____ can affect
development. ___ goal is __ manage ___ relationship ________ natural systems ___
human systems __ ___ present ___ ___ future.
¿Qué información puedes extraer del primer párrafo? ¿Y del segundo?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1
Also called “full words”: palabras plenas
2
Also called “empty words”: palabras vacías
16
 Content words, function words…Word formation
Education for Sustainable Development (ESD) is a particularly important

dimension of quality education. It provides people at all levels of education, but
in particular youth, with the skills, competencies and knowledge needed to
impart values indispensable for behavior and practices conducive to
sustainable development, and for multicultural and multi-ethnic societies
aspiring to democratic citizenship. It is fundamental for preparing young people
for green jobs, for adapting to a changing physical environment, and for
changing unsustainable consumption and production patterns. ESD must be
strengthened and promoted at all levels and in all educational settings
throughout life. This calls for mainstreaming education for sustainable
development comprehensively into relevant national education policies and
practices. It equally calls for developing effective mechanisms to link green
growth labour market objectives to educational programmes, particularly
through technical and vocational education and training. It entails reforming
formal, informal and non-formal education systems so as to prepare young
men and women for a green labour market and to retrain the existing
workforce.
17
 Table of Contents
I)
Is Global Warming a Threat?
Table of Contents
 Global Warming: An Overview by Kenneth Green

 Human-Induced Global Warming Is a Serious Problem by Robert T. Watson
 Human-Induced Global Warming Is Insignificant by Sallie Baliunas
 Global Warming Is Not a Serious Problem by Kevin A. Shapiro
 Catastrophic Global Warming Is a Myth by Gary Benoit
 Global Warming Is Eroding Glacial Ice by Andrew C. Revkin
 Global Warming Threatens Arctic Life by Bruce E. Johansen
 Global Warming Is Not a Threat to Polar Iceby Philip Stott
 Global Warming Threatens World Health by Bruce Agnew
 Global Warming Threatens the World Economy by Edward Goldsmith and Caspar
Henderson
II)
THE FUTURE OF HIGHER (LIFELONG) EDUCATION AND VIRTUAL SPACE
Preface: CREATING THE EDUCATION OF THE FUTURE
1.P.1 Is There a Global Education Crisis?

1.P.2 Global Lifelong Universities in the Coming Space Age
1.P.3 What is Emerging for Lifelong Learning?
1.P.4 Technology and Vision for Learning for All
1.P.5 UNESCO: Mission and Functions of Higher Education
1.P.8 UNESCO:: Vision for Global Higher Education
1.P.9 Framework for Priority Action
1.1 Chapter One: FORCES INEVITABLY CHANGING EDUCATION
1.1.0 Imagining the Future Lifelong Learning System

1.1.1 Eight Social Hurricanes: (1) The Population Explosion
1.1.2 (2) Impact of Entertainment Culture
1.1.3 (3) The Knowledge Explosion
1.1.4 (4) Multiculturalism and Diversity
1.1.5 (5) Market-Driven Globalization, Where Knowledge is Wealth
1.1.6 (6) University System De-regulation
1.1.7 (7) Distance Education/Learning
18
1.1.8 (8) Accelerating Explosion of Technology
1.1.9 (9)Creating a Global Learning Info-structure
III)
Politics in the developing world

by Peter J. Burnell, Vicky Randall
Politics in the Developing World, Second Edition, identifies and analyzes the processes of change
that are transforming the politics of the Third World. It deals with central political themes and
issues such as globalization--both economic and cultural, and resistance to both--inequality,
identity, religion, the military, democracy, the environment, and policy development. Presented in
a user-friendly format, the text contains useful pedagogical features including a glossary of key
terms, chapter summaries, questions for discussion, chronologies, web links, suggestions for
further reading, and boxes highlighting particular issues, events, and ideas. The second edition
features four new chapters on "people power," security issues, colonialism and post-colonialism,
and globalization/good governance.
Part One: Approaches and Global Context

1. Analytical Approaches to the Study of Politics in the developing World
2. Colonialism and Post Colonial Development
3. The Developing world in the Global Economy
4. The developing World in the International Politics
Part Two State and Society

5. Theorizing the State
6. State-Building
7. State Collapse, civil Conflict and External Intervention
8. Governance and Conditionality in a Globalizing World
Part Three Case Studies: Experiences Compared

9. Disintegration or Nation-Building?
a.- Indonesia: Coping with Fragmentation
b.- South Africa: From Divided Society to New Nation
10. Civil Society: Active or Passive
a.- India: Associational life and its Discontents
b.- Saudi Arabia: Between Tradition and Modernity
11. Military in Politics vs. Democratic Advance
a.- Pakistan: The military as a Political Fixture
b.- Nigeria: Building Political Stability with Democracy
12. Underdevelopment and Development
a.- Guatemala: enduring Underdevelopment
b.- South Korea: From Development to New Challenges
19
IV)
Human Rights: An Interdisciplinary Approach

by Michael Freeman (2011)
Preface to the Second Edition
Acknowledgements
Introduction: Thinking about Human Rights 1
Origins: The Rise and Fall of Natural Rights 15
After 1945 The New Age of Rights 37
Theories of Human Rights 61
The Role of the Social Sciences 89
Universality Diversity and Difference Culture and

119
Human Rights
The Politics of Human Rights 156
Globalization Development and Poverty Economics and

176
Human Rights
Human Rights in the Twenty-first Century 201
References 212
Index 235
20
 Translation (Comparing and contrasting languages)

I.
 In psychology and education, learning theories are attempts to describe how people
and animals learn, thereby helping us understand the inherently complex process of
learning. There are basically three main perspectives in learning theories,
behaviorism, cognitivism, and constructivism. […]
 Las teorías de aprendizaje, en los campos de la psicología y la educación, intentan

describir cómo aprenden las personas y los animales, ayudando, de este modo, a
comprender el proceso inherentemente complejo del aprendizaje. Existen
básicamente, tres perspectivas principales: el conductismo, el cognitivismo y el
constructivismo. […]
II.
 Each text is unique, yet at the same time it is the translation of another text. No text
is entirely original, because language itself is essentially a translation. In the first
place, it translates from the non-verbal world. Then, too, each sign, each sentence, is
the translation of another sign, another sentence. […] Styles are collective and pass
from one language to another; written works, rooted in their verbal soul, are unique.
They are unique but no isolated, for each of them is born and lives in relation to
other works in different languages. […]
 Cada texto es único y, simultáneamente, es la traducción de otro texto. Ningún texto

es enteramente original porque el lenguaje mismo, en su esencia, es ya una
traducción: primero, del mundo no verbal y después, porque cada signo y cada frase
es la traducción de otro signo y de otra frase. […] Los estilos son colectivos y pasan de
una lengua a otra; las obras, todas arraigadas en su suelo verbal, son únicas. Únicas
pero no aisladas: cada una de ellas nace y vive en relación con otras obras de lenguas
distintas. […]
“Traducir es enunciar en otra lengua lo que ha sido enunciado en una lengua fuente, conservando
las equivalencias semánticas y estilísticas”. (G. Yebra, Teoría y práctica de la traducción)
“La traducción consiste en reproducir en la lengua terminal el mensaje de la lengua original

por medio del equivalente más próximo y más natural, primero en lo que se refiere al sentido,
y luego en lo que atañe al estilo”. (E.A. Nida, La traducción: teoría y práctica)
21
III.
 The history of apartheid is the record of a racism conceived and used by small white
minorities in South Africa in order to dominate a large black majority, deprive this
majority of its land, and maximize the exploitation of its labour for the benefit of the
whites and their foreign partners. Apartheid is colonial racism carried to an extreme.
[…]
 La historia del apartheid es la de un racismo elaborado y utilizado por pequeñas

minorías blancas en Sudáfrica con vistas a dominar a la gran mayoría negra,
despojarla de sus tierras y explotar al máximo su trabajo en beneficio de los blancos y
de sus asociados extranjeros. El apartheid es el racismo colonial llevado al extremo.
[…]
IV.
 A people´s cultural identity is related to three major factors – historical, linguistic and
psychological (the last of which may include the people´s specific forms of religious
observance). These factors vary in importance in different historical and social
situations; when they are not fully present in a people or an individual, the cultural
identity is flawed. Can these factors be classed in a hierarchy of importance, or does
each one play an equal part in the constitution of the cultural personality? […]
 La identidad cultural de un pueblo depende de tres factores principales: el histórico,

el lingüístico y el psicológico (este último entendido en su acepción más amplia,
puede abarcar las particularidades religiosas). La importancia de esos factores varía
según las circunstancias históricas y sociales de cada sociedad. Sin la concurrencia de
los tres no puede haber identidad cultural plena, ya se trate de un pueblo o de un
individuo. Pude establecerse una jerarquía de esos factores o bien intervienen por
partes iguales en la configuración de la personalidad cultural? […]
V.
 In 1971, UNESCO set up an international Commission on the development of
Education to carry out an unparalleled world-wide inquiry. The Commission´s purpose
was to devise a global approach to educational problems; to rethink the objectives
and methodology of education in the light of development needs and of individual
aspirations; and to provide ideas for national educational strategies and for
international co-operation. Summarized below in 21 points are the conclusions of the
Commission´s report: […]
 Elaborar una concepción global de la educación, reconsiderar los objetivos y la
metodología de ésta a la luz de las exigencias del desarrollo así como de las
aspiraciones de los individuos, sugerir a los Estados la adopción de estrategias
educativas nacionales y orientar la cooperación internacional en esta esfera: tal fue la
misión que en 1971 se encomendó a la Comisión Internacional sobre el Desarrollo de
la Educación. Las conclusiones a que llegó la Comisión, y que publicamos en estas
páginas, han contribuido a elaborar concepciones y estrategias educativas que
podrían ser comunes a los gobiernos y a las instituciones especializadas y constituir el
marco general para el desarrollo de la educación. […]
22
 Find the Spanish equivalent

HUMANITIES, CULTURE & SOCIETY
I II
Regional Institutions, NGO’s and Human
Rights. Bibliography. Websites
A. Órgano principal y autónomo de la

Organización de los Estados Americanos que
1. Casa Alianza actúa en representación de todos los países
NGO whose goal is the rehabilitation and miembros, cuyo objetivo es salvaguardar los
defense of homeless children in Nicaragua, derechos humanos. Incluye documentos,
Honduras, Mexico and Guatemala. publicaciones y comunicados de prensa sobre
los derechos humanos en la región.
2. (CEJIL) Center for Justice and

Internacional Law
CEJIL is a non-governmental, non-profit
organization with consultative status before
the Organization of American States and the
United Nations, whose main objective is to B. Red de mujeres y de organizaciones de
achieve the full implementation of mujeres que en toda América Latina y el
international human rights norms in the Caribe persiguen una efectiva defensa de los
member States of the Organization of derechos de las mujeres.
American States through the use of the Inter-
American System for the Protection of Human
Rights and other international protection
mechanisms.
3. (CLADEM) The Latin American and

Caribbean Commitee for the Defense of
Women’s Rights C. ONG dedicada a la rehabilitación y
Women’s organizations and network that in defensa de los derechos humanos de los
Latin America and the Caribbean are niños de la calle en Guatemala, Honduras,
committed to achieving an effective defense México y Nicaragua.
of women’s rights.
D. Organización no gubernamental sin fines

4. Inter-American Commission on Human de lucro con estatus consultivo ante la ONU y
Rights la OEA, cuyo objetivo principal de es asegurar
Website of the commission created to work la plena implementación de normas
with the OAS (Organization of the American internacionales de derechos humanos en los
States) to safeguard and protect human Estados miembros de la Organización de
rights, includes basic documents and texts, Estados Americanos (OEA), mediante el uso
annual and special publications, and news efectivo del sistema interamericano de
releases. derechos humanos y otros mecanismos de
protección internacional.
23
E. Amplio sitio que contiene documentos en

5. Equipo Nizkor inglés y español, información sobre diversos
Large site that provides information and temas relacionados con los derechos
articles on human rights, classified by country. humanos y enlaces hacia ONGs que trabajan
el tema.
6. (FEDEFAM) Federación Latinoamericana

de Asociaciones de Familiares de Detenidos
Desaparecidos
NGO whose goals are to rescue alive the
victims of forced “disappearance” and to
restore the children of parents subjected to F. Amplio sitio que provee información sobre
forced disappearance to their families of origin violaciones a los derechos humanos,
and to demand the investigation of all cases clasificada por país.
of forced disappearance and the judgment
and sanction of those responsible for the
crime.
7. Human Rights Watch: Americas

Current new releases, publications, articles, G. ONG cuyo objetivo es rescatar con vida a
and events about Human Rights Issues in the las víctimas de desapariciones forzadas,
Americas as a region. Organized by country, devolver a los hijos de desaparecidos a sus
global campaigns, and category with a search familias de origen y el juicio y castigo a los
engine for the site. responsables.
8.Human Rights in Latin America

Large site that provides documents in both
H. Informes, publicaciones, artículos y
Spanish and English. The site lists Human
eventos relacionados con los derechos
Rights NGO’s, Country and Fact Information,
humanos en América Latina, España y
Actions and Campaigns, and Issues ranging
Estados Unidos. El sitio está organizado por
from death penalty, disappeared, international
país y de acuerdo a diferentes categorías de
criminal court, impunity, Inter-American
derechos humanos.
system of human rights, Pinochet trial and US
related human rights issues.
9. International Committee of the Red Cross

(ICRC): The Americas
This website provides news, articles and I. Institución internacional autónoma dedicada
reports on human rights and armed conflicts a la educación, promoción e investigación en
in Latin America. The information is also derechos humanos en las Américas.
classified by country.
10. The Inter-American Institute of Human

J. Sitio web que contiene noticias, artículos e
Rights
informes sobre los derechos humanos y los
International Institution devoted to education,
conflictos armados en América Latina. La
promotion and research in the field of human
información también se encuentra clasificada
rights in the Americas.
por país.
24
 Types of Texts
I) International Journal of Language and Culture
Editor-in-Chief ( Farzad Sharifian | Monash University | Arts-IJOLC@monash.edu)
The aim of the International Journal of Language and Culture (IJoLC) is to disseminate cutting-edge
research that explores the interrelationship between language and culture. The journal is
multidisciplinary in scope and seeks to provide a forum for researchers interested in the interaction
between language and culture across several disciplines, including linguistics, anthropology, applied
linguistics, psychology and cognitive science. The journal publishes high-quality, original and state-of-
the-art articles that may be theoretical or empirical in orientation and that advance our
understanding of the intricate relationship between language and culture. IJoLC is a peer-reviewed
journal published twice a year. Topics of interest to IJoLC include, but are not limited to the
following:
a. Culture and the structure of language d. Language, culture, and emotion
b. Language, culture, and conceptualization e. Culture and language development
c. Language, culture, and politeness f. Language, culture, and communication
II) Anthropology: the study of humankind

The term Anthropology comes from the Greek anthropos (“human”) and logia (“study”). Broadly speaking, it is
the study of humankind, from its beginnings millions of years ago to the present day. In other words, it can be
defined as the study of human beings, in particular the study of their physical character, evolutionary
history, historical and present-day geographic distribution, group relationships, and cultural history.
Nothing human is alien to anthropology. Indeed, of the many disciplines that study our species,
Homo sapiens, only anthropology seeks to understand the whole panorama—in geographic space and
evolutionary time—of human existence.
Anthropology can be characterized as the naturalistic description and interpretation of the diverse
peoples of the world. Its subject matter is both exotic (e.g., star lore of the Australian aborigines) and
commonplace (anatomy of the foot). Anthropologists may study ancient Mayan hieroglyphics, the music of
African Pygmies, and the corporate culture of a U.S. car manufacturer.
Modern-day anthropology consists of two major divisions: cultural anthropology, which deals with
the study of human culture in all its aspects -it includes the fields of linguistics, archaeology, and ethnology-
, and physical anthropology, which, according to noted anthropologist George Kneller, traces the evolution of
the human organism and its adaptation to various environments. […]
(Source: adapted text)
25
III)
TIME AND PLACE EVENT SIGNIFICANCE
40,000 B.C.
Cro-Magnons appear. Ancestors of modern humans.
Europe
8000 B.C. One of the great breakthroughs in human

Agriculture begins. history, setting the stage for the development of
Africa, Asia civilizations
3100 B.C. The Kingdom of Egypt, ruled by pharaohs,

Upper and Lower Egypt unite. began a 3,000-yearperiod of unity and cultural
Egypt continuity.
3000 B.C.
Civilization emerges in Sumer. One of the world’s first civilizations.
Mesopotamia
1700 B.C. The Indo-Europeans moved into Europe, the

Indo-Europeans begin migrations. Middle East, and India, spreading their
Asian steppes languages and changing cultures.
1200 B.C.
Olmec culture arises. Oldest known civilization in the Americas.
Mexico
800 B.C. Led to the development of several political
Greek city-states arise.
Greece systems, including democracy.
500 B.C. Source of some of the most fundamental values
Romans establish a republic.
Rome and institutions of Western civilization.
461 B.C. Democratic principles and classical Greek

Age of Pericles begins. culture flourished, leaving a legacy that endures
Greece to the present day.
Conquered Persia and Egypt; extended his
334 B.C. Alexander begins to build an empire to the Indus River in India; resulted in a
Greece empire. blending of Greek, Egyptian, and Eastern
customs.
TIME AND PLACE EVENT SIGNIFICANCE

A.D.
100
Moche civilization emerges. Built an advanced society in Peru
South America
600 Built spectacular cities and developed the most

Maya civilization thrives. advanced writing system in the ancient
Central America Americas
814 Charlemagne unites much of
Established the Carolingian Empire
Western Europe Europe.
1200s
Beginning of Aztec civilization. Built the greatest empire in Mesoamerica
Mexico
1200s
Inca Empire begins. The largest empire in the Americas
Peru
1209 Genghis Khan begins Mongol Built the largest unified land empire in world
Mongolia conquests. history
1300 Revival of classical studies, revolutionized art,
Renaissance begins.
Italy literature, and society
1337
Hundred Years’ War begins. Ended the Middle Ages
France
One of the most influential cities of the 15th
1453 century, Constantinople became part of the
Constantinople falls to Turks.
Turkey Ottoman Empire, and its name was changed to
Istanbul.
Opened the way for European settlement of the
1492 Americas Columbus sails to Hispaniola.
Americas
26
IV)
The Russian Revolution and Spanish Communists, 1931–5
Lisa A. Kirschenbaum
West Chester University, USA
Abstract
The article examines connections between Spanish communists and the Russian Revolution of 1917.
Focusing on the period beginning with the founding of the Second Spanish Republic in 1931, it
analyzes how ‘revolutionary’ Spain not only borrowed from the Soviet experience but also became an
emotional core of the international communist project. To examine these exchanges, the article
investigates two topics that are often treated separately: the revolutionary ‘brotherhood’ of Soviet and
Spanish writers (focusing on Rafael Alberti and Marı´a Teresa Leo´n) and the lessons learned by
ordinary communists at the Comintern’s International Lenin School. It argues that these varied
interactions were part of a single, multifaceted phenomenon: the creation of complex revolutionary
networks in the years before the Spanish civil war. From this perspective, ‘world revolution’ can be
understood not only as a ‘faith’ that came from Russia but also as a lived reality shaped by
multidirectional – if also Soviet-dominated – institutional and personal exchanges.
Keywords: Rafael Alberti, Comintern, International Lenin School, International Organization of

Revolutionary Writers (MORP), María Teresa León, Soviet Congress of Writers
V) Latin American Philosophy: An Introduction with Readings

(Susana Nuccetelli & Gary Seay)
This book offers the reflections of Latin American thinkers on the nature of philosophy,
justice, human rights, cultural identity, and other issues that have challenged them from the
colonial period to the present day. Most of the essays are short and easy to read—making
them accessible to readers with little or no philosophical background. This book presents
readers with philosophical ideas about present-day controversies such as poverty, racism,
the equality of women, and the distribution of wealth. For anyone interested Latin
American philosophy and the development of philosophy in Latin America.
VI) Human Science (also, humanistic social science, moral science and human sciences) refers to
the investigation of human life and activities via a phenomenological methodology that
acknowledges the validity of both sensory and psychological experience. It includes -but is not
necessarily limited to- humanistic modes of inquiry within fields of the social sciences and
humanities, including history, sociology, anthropology, and economics. Its use of an
empirical methodology that encompasses psychological experience contrasts to the purely
positivistic approach typical of the natural sciences, which exclude all methods not based solely
on sensory observations. Thus the term is often used to distinguish not only the content of a field
of study from those of the natural sciences, but also its methodology.
(Source: Internet webpage)
27
VI) VI)
VII) International Journal of Global Warming
ISSN 1758-2083
The objectives of the International Journal of Global Warming are to establish an effective
channel of communication between professionals, academics, researchers, scientists,
engineers, and policymakers in academia and research institutions, government agencies,
all sectors (industrial, residential, commercial, governmental, transportation, utilities, etc.),
and other private organizations with a common goal -to understand global warming and its
consequences and bring local and global solutions to these. It also aims to promote and
coordinate developments in the field of global warming and global change. The dimension
of the journal is diverse and global because of the nature of the topic on global warming
and global changes.
VII)
 Born in Birmingham, England, on February 16, 1822, Francis Galton was an
explorer and anthropologist known for his studies in eugenics and human
intelligence. As a child, Galton rejected conventional methods of teaching, and he
began studying medicine in his teens. He soon embraced a passion for travel with
the help from a sufficient fortune left to him from his father. A cousin of Charles
Darwin, Galton researched the implications of Darwin’s theory of evolution,
focusing on human genius and selective mating.
(Source: Bio.com)
IX)
Globalization and Education is an internet resource aimed at providing diverse
perspectives on ways in which education is being shaped by global processes. Developed
by a collective of research students at the University of Illinois, Urbana-Champaign, this
website provides space for everyone to dialogue pertinent issues relating to globalization
and education. Along with debates about globalization, this website also presents teaching
and research resources that can be incorporated by teachers in their curriculum. Through
our conversations we hope to build the critical, creative commons--a civic space developed
to resist destructive consequences of globalization and to engage with its progressive
potential. 28
 Reading strategies: Skimming and scanning
Man and the Biosphere Programme
Launched in 1971, UNESCO’s Man and the Biosphere Programme (MAB) is an

Intergovernmental Scientific Programme that aims to establish a scientific basis for the
improvement of relationships between people and their environments.
MAB combines the natural and social sciences, economics and education to improve
human livelihoods and the equitable sharing of benefits, and to safeguard natural and
managed ecosystems, thus promoting innovative approaches to economic development that
are socially and culturally appropriate, and environmentally sustainable.
Its World Network of Biosphere Reserves currently counts 651 biosphere reserves
in 120 countries all over the world.
By focusing on sites internationally recognized within the World Network of Biosphere
Reserves, the MAB Programme’s main objectives are to:
 identify and assess the changes in the biosphere resulting from human and natural
activities and the effects of these changes on humans and the environment, in particular
in the context of climate change;
 study and compare the dynamic interrelationships between natural/near-natural
ecosystems and socio-economic processes, in particular in the context of accelerated loss
of biological and cultural diversity;
 ensure basic human welfare and a liveable environment in the context of rapid
urbanization and energy consumption as drivers of environmental change;
 promote the exchange and transfer of knowledge on environmental problems and
solutions, and to foster environmental education for sustainable development.
29
Social and Human Sciences Online Periodicals (full text)
Borderlands e-journal Invisible Culture

New Spaces in the Humanities Explores the role of social, temporal, and
Publishes transdisciplinary work that theoretical relations in the emergence of cultural
intersects with culture, policy and everyday practices and materials.
life and promotes internationalism, Host: University of Rochester, USA
difference and global social justice. ISSN: 1097-3710
Publisher: University of Adelaide, Australia
ISSN: 1447-0810
Language, Society and Culture

Biannual journal of theoretical and practical
Colloquy articles and reports focusing on the link between
Publishes critical articles and reviews by language, society and culture, either within or
current Australian postgraduates working without a socio-cultural context.
in literary and cultural studies, and related Publisher: Faculty of Education, University of Tasmania,
interdisciplinary fields. Australia. ISSN: 1327-774X
Publisher: Arts Faculty, Monash University,
Australia
Logos
A Journal of Modern Society and
Cultural Analysis Culture
Dedicated to investigating expressive and This quarterly journal of modern
everyday culture. culture, politics and society publishes
Host: University of California, Berkeley, USA critical articles on the arts, politics,
culture, the social sciences and
humanities as well as original fiction
and poetry.
Central Europe Review
Culture and Diversity in the Post-Communist
World
A biweekly review that publishes articles on Humanist
Central and Eastern European politics, society Provides a forum for discussion of the
and culture. application of computers to the
Publisher: Transitions Online, Czech Republic humanities, including related intellectual,
ISSN: 1212-8732 scholarly, pedagogical and social issues.
Host: Princeton University, USA
Early Modern Literary Studies

Examines sixteenth- and seventeenth-century English
literature, literary culture and language.
Publisher: Section of English, School of Cultural Studies, Sheffield
Hallam University, UK
ISSN: 1201-2459
30
PRO-GLOBALIZATION OR ANTI-GLOBALIZATION?
Progressive Globalism: Challenging the The South Centre is an organization

Audacity of Capital (February 1, 1999) representing the “South” countries of the
William K. Tabb examines critically the World. It contains speeches from Third World
globalization of economy and its meaning for leaders and articles on issues related to
working people. globalization. (http://www.southcentre.org)
The Polarised World of Globalisation (May Focus on the Global South contains many
10, 2005) research papers on globalization and Third
In his book “The World Is Flat,” Thomas World issues. (http://www.focusweb.org)
Friedman sees globalization as a phenomenon
that will eliminate inequality in our societies. Runaway World - Reith Lectures Revisited
(November 10, 1999)
Statement on Globalization (May 11, 1998) Anthony Giddens, the leading British social
A statement adopted by the UN Committee on theorist, believes the future is not fixed, and
Economic, Social, and Cultural Rights headed that globalization enhances both our
by Philip Alston. The statement looks opportunities and responsibilities.
critically at globalization as a "phenomenon
which has wrought fundamental changes Global Exchange is a Californian human
within every society." rights organization campaigning on
environmental political and social justice
A Fair Globalization: Creating issues. It has some good globalization
Opportunities for All (February 24, 2004) resources. (http://www.globalexchange.org/)
“Is it possible to make the globalization
process fairer?” asks the World Commission The Threat of Globalization (Winter 1999)
on the Social Dimension of Globalization, an Edward S. Herman's analysis of the ideology
ILO initiative created in 2002. By answering of globalization and its failures.(New Politics)
“Yes”, the report concludes that the main
obstacle is not globalization as such, but the Corporate Watch is a radical British group
great deficiencies in its governance. (World established to support activism against
Commission on the Social Dimension of multinational corporations. It has a section on
Globalization) globalization.
(http://www.corporatewatch.org)
Source: Archived Articles (Extract from Global Policy Forum, e-mail: gpf@globalpolicy.org)
31
 Approaching a text
Keys to comprehension
 structure of the text
 forms
 cognates (similar words in English and Spanish)
 context
 Previous knowledge (knowledge of the subject and knowledge of the language)
 knowledge of the World.
I)
SCIENCE AND TECHNOLOGY IN THE WORLD DEVELOPMENT

by Robin Clarke
In the industrially developed world many of today’s most urgent problems, such as
environmental pollution, nuclear power, and unemployment caused by technological
innovation, lie on the frontiers between science and technology. By contrast, Third World
countries are faced with the problem of too few scientists, too little research, and
insufficient funds for technological development. In Science and Technology in World
Development, Robin Clarke examines the relationships between science, technology and
society in both the developed and the developing countries. He believes that a global
view is essential because of the close links that aid and trade have forged between rich
and poor countries. Only then can we see how research has ignored key issues for Third
World development, and concentrated on matters relevant only to the rich and
privileged.
(Published by the Oxford University Press in association with UNESCo)
32
II)
THE STATE OF WORLD POPULATION:
FOOTPRINTS AND MILESTONES – POPULATION AND ENVIRONMENT CHANGE
The report points out that human activity is altering the planet on an unprecedented scale. More
people are using more resources with more intensity than ever before. This report examines the
close link between environmental conditions, population trends and prospects for alleviating
poverty in developing countries. It finds that expanding women´s opportunities and ensuring their
reproductive health and rights are critically important, both to improve the well-being of growing
human populations and to protect the natural world.
(Source: United Nations Publications – Latin American and the Caribbean)
III)
Globalization Remains a Controversial Issue

Duca Ioana
Titu Maiorescu University
The Annals of the University of Oradea, Economic Science Series, Vol. 16, 2007
Abstract
Globalization is the key concept of the 21st century. Although the term in itself is vaguely
defined and it is used with different meanings, we could talk about a real "cult of globalization".
The term globalization is nowadays present in the speeches of nearly all statesmen or high officials
of international organizations, and suffers various mutations according to the pursued objectives.
It can be stated that globalization is viewed as a new and complex configuration, a transformation
of historical proportions, challenging traditional concepts such as the national state, the national
borders, rendering the classical economics theory obsolete. Beyond the interesting aspect of this
concept, globalization affects usall, directly or indirectly. Therefore, a synthesis of the most
interesting views upon the topic is needed, without launching a pro and con dispute. There is
more an attempt of highlighting the different facets of this concept.
Keywords: globalization, global market, globalisation with a human face, interdependence,

polarization 33
 Defining Concepts
A)
Social Science is, in its broadest sense, the study of society and the manner in which
people behave and influence the world around us.
Some social scientists argue that no single definition can cover such a broad range of
academic disciplines. Instead they simply define the social sciences by listing the
subjects they include.
The main social science disciplines include: anthropology, communication, cultural
studies, economics, human geography, linguistics. Law, political science, psychology,
sociology, development studies.
Each of these social science subjects uses a range of approaches to study society,
including surveys, questionnaires, interviews and statistics. Like all sciences, social
sciences evolve through the interplay of the ideas and theories of academics and the
evidence that supports or refutes them.
B)
The word culture has many different meanings. For some it refers to an appreciation of good
literature, music, art, and food. For a biologist, it is likely to be a colony of bacteria or other
microorganisms growing in a nutrient medium in a laboratory Petri dish. However, for
anthropologists and other behavioral scientists, culture is the full range of learned human
behavior patterns. The term was first used in this way by the pioneer English Anthropologist
Edward B. Tylor in his book, Primitive Culture, published in 1871. Tylor said that culture is "that
complex whole which includes knowledge, belief, art, law, morals, custom, and any other
capabilities and habits acquired by man as a member of society." Of course, it is not limited to
men. Women possess and create it as well. Since Tylor's time, the concept of culture has
become the central focus of anthropology.
Culture is a powerful human tool for survival, but it is a fragile phenomenon. It is constantly
changing and easily lost because it exists only in our minds. Our written languages, governments,
buildings, and other man-made things are merely the products of culture. They are not culture in
themselves. For this reason, archaeologists can not dig up culture directly in their excavations.
The broken pots and other artifacts of ancient people that they uncover are only material remains
that reflect cultural patterns--they are things that were made and used through cultural
knowledge and skills. […]
(Source: This page was last updated on Friday, May 26, 2006.)
34
C)
Natural Heritage
Natural Heritage designates outstanding physical, biological and geological features;
habitats of threatened plants or animals species and areas of value on scientific or
aesthetic grounds or from a conservation perspective.
Types of Natural Heritage
1. Monuments: architectural works, works of monumental sculpture and painting,

elements or structures of an archaeological nature, inscriptions, cave dwellings and
combinations of features, which are of outstanding universal value from the point of
view of history, art or science.
2. Groups of Buildings: groups of separate or connected buildings which, because of

their architecture, their homogeneity or their place in the landscape, are of
outstanding universal value from the point of view of history, art or science.
3. Sites: works of man or the combined works of nature and man, and areas including
archaeological sites which are of outstanding universal value from the historical,
aesthetic, ethnological or anthropological point of view.
D)
What is Environmental Education?

Environmental education is a process that allows individuals to explore environmental issues, engage
in problem solving, and take action to improve the environment. As a result, individuals develop a
deeper understanding of environmental issues and have the skills to make informed and responsible
decisions.
The components of environmental education are:
 Awareness and sensitivity to the environment and environmental challenges
 Knowledge and understanding of the environment and environmental challenges
 Attitudes of concern for the environment and motivation to improve or maintain

environmental quality
 Skills to identify and help resolve environmental challenges
 Participation in activities that lead to the resolution of environmental challenges
Environmental education does not advocate a particular viewpoint or course of action. Rather,
environmental education teaches individuals how to weigh various sides of an issue through critical
thinking and it enhances their own problem-solving and decision-making skills.
(Source: UNESCO, 1977)
35
 Free Reading
A) CULTURAL DIVERSITY
The concept of diversity encompasses acceptance and respect. It means

understanding that each individual is unique, and recognizing our individual
differences. These can be along the dimensions of race, ethnicity, gender, sexual
orientation, socio-economic status, age, physical abilities, religious beliefs, political
beliefs, or other ideologies. It is the exploration of these differences in a safe, positive,
and nurturing environment.
It is about understanding each other and moving beyond simple tolerance to
embracing and celebrating the rich dimensions of diversity contained within each
individual.[…]
(Source: Queensborough Community College – CUNY)
B) COMMUNICATION
“Samovar and Porter, in their book, Intercultural Communication, define

communication as form of behaviour that results from a need to interact with other
human beings. As a result of this need, we send verbal and nonverbal messages to
communicate with friends and strangers. Communication can take the form of talk, or
it can take the form of gestures, or nonverbal signals, of one kind or another. The talk
or signals send messages that communicate a person´s thoughts, feelings, and
intentions to others. Many scholars study the topic of communication, in general, and
speech communication, specially, In order to learn how individuals send and interpret
messages. A number of these scholars conduct research on the topic of intercultural
communication. That is, they study communication between people from different
cultures. […]”
(Source: Amazon.com Intercultural Communication by Larry Samovar & Richard Porter)
36
C) MOTIVATION
Motivation can be defined in a number of ways. Generally, it is defined as a driving

force that initiates and directs behavior. In other words, motivation is a kind of
internal energy which drives a person to do something in order to achieve something.
It is a temporal or dynamic state within a person which is not concerned with his/her
personality. There are different types of motivation such as achievement motivation,
affiliation motivation, competence motivation, power motivation, and attitude
motivation.
Motivation is based on three specific aspects such as the arousal of behavior, the
direction of behavior, and persistence of behavior. Arousal of behavior involves what
activates human behavior and direction of behavior is concerned with what directs
behavior towards a specific goal. Persistence of behavior is concerned with how the
behavior is sustained. […]
37

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Idioma Extranjero

Dpto. de Idiomas Extranjeros con Propósitos Específicos

Introducción a “Idioma Extranjero Inglés”

El siguiente material consta de una selección

Reading is an active process.

Reading involves active participation of the

Reading is asking questions of the printed text.

Reading involves the recognition of forms and

1) Reading is not a simple, passive process. It is a very complex process.

What do the two languages have in common?

• Reading is a complex cognitive process of decoding symbols in order to

• Leer es un proceso cognitivo complejo de decodificación de símbolos con el

Culture is communication, communication is culture.

Culture is symbolic communication. Some of its symbols

include a group's skills, knowledge, attitudes, values, and

motives. The meanings of the symbols are learned and

deliberately perpetuated in a society through its

Culture in its broadest sense may be defined as cultivated

behavior; that is, the totality of a person's learned,

accumulated experience which is socially transmitted, or

more briefly, behavior through social learning.

 Previous knowledge, knowledge of the world and knowledge of

(Source: adapted text from Internet pages)

(Source: Alan Sokal)

(Source: “La Inmiscución Terrupta” – J. Cortázar)

 Recognizing word forms

Culture differe-nt aspects PEOPLE opportun-ity form

ident-ity FEEL solidar-ity peer group world human be-ing

automatically cultur-al group divers-ity EN-COURAGE example clash

IGNOR-ANCE prejudice-s ATTITUDE-S fear in-tolerance

differ-ing opinion-s human-ity im-migra-tion final-ly

tradi-tion-s habit-s memor-y CONFLICT-S free-dom

peace-ful coexist-ence migr-ate memor-ize ethic-al factor-s

discrimina-tion CHILD-REN THINK-ING feel-ing societ-ies

view-s environ-ment SCIENCE appropriate-ly CLOSE-LY

RELAT-ED respons-ible avail-able work-ing integr-ate help-ful

child-less high-er COUNTR-IES scientif-ic history-ian

sociolog-ist LEAR-NER scholar-ship UNDER-ESTIM-ATE child-hood

environ-ment-al educa-tion ETH-ICS

home-less LEARN-ING aware-ness TECHNOLOG-IES

 Recognizing word forms in a text

7Development Education and Research- Autumn 2008

Pollution is the degradation of natural environment by external substances

The sources of pollution are numerous. The identification of these different

Preventing pollution and protecting the environment necessitate the

1. Art: the creative process 2. The world of art

3. Human Resource Management 4. The functions of language

5. A Third World View 6. Economic Growth

of Human Rights and the Environment

7. ETHNICITY, MINORITY RIGHTS AND INDIGENOUS PEOPLES

8. The lost generation 9. Styles of scientific thinking in

12. The Economics of Environmental

Protection 13. Endangered languages

14. LANGUAGE, CULTURE AND SOCIETY: key

16. EXTREME WEATHER: IMPACTS OF CLIMATE CHANGE

20. Transnational migration theory

21. Political Science: Classical

23. SCIENCE, MIND AND ART

24. Collective memories and

26. PEACE, JUSTICE AND FREEDOM: HUMAN

 Combining Titles and Texts

1- The Scope of Social Sciences

C) Human rights have become a main feature of present-day international

________ _ a _____ that _ the

Environmental Planning is decision-making process considers _