KU KONCEPTUALIZACJI WRAŻLIWOŚCI KULTUROWEJ W RAMACH MODELU KOMPETENCJI (INTER)KULTUROWEJ NA GRUNCIE WSPÓŁCZESNEJ GLOTTODYDAKTYKI

The purpose of the present article is a reflection on the concept of cultural sensitivity as the major element of the (inter)cultural competence presented in The Common European Framework of Reference for Languages:Learning, teaching, assessment (Council of Europe, 2001),juxtaposed with the leading paradigm of interculturality in glottodidactics. Whereas this dominant approach often focuses mainly on the question of differences and similarities between cultures, our model allows us to take a look ‘from the inside’ by trying to adopt an attitude of reflectiveness towards cultural standards, among others. After analysing some of the theories concerning developing intercultural sensitivity, such as the sociological model of Bennett or the educational system of Byram, we proceed to justify why we would promote the cultural approach in glottodidactics. We seek to explain how we can specify cultural sensitivity, what elements which encourage this attitude and what would block it. In the last part of the article, we concentrate on the specificity of media discourse in the context of cultural sensitivity and on ways of using authentic mass media materials in the teaching-learning process, providing some examples taken from a pilot study conducted by the authorfor her Master’s thesis.