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STUDIA HUMANIORA ET PAEDAGOGICA COLLEGII NAROVENSIS V ________________________________________________________ Culture, Languages, History: Integration and Border-Crossing Narva 2014 STUDIA HUMANIORA ET PAEDAGOGICA COLLEGII NAROVENSIS V ______________________________________________________ Culture, Languages, History: Integration and Border-Crossing Narva 2014 INTERNATIONAL EDITORIAL BOARD: Galina Maslova (Russia), Jelena Nõmm (Estonia), Ekaterina Protassova (Finland), John Stimpson Poynter (UK), Katri Raik (Estonia), Vadim Semenov (Estonia) SENIOR EDITORS OF THE VOLUME: Nina Raud (Estonia), Olga Burdakova (Estonia) EDITORIAL BOARD OF THE VOLUME: John Stimpson Poynter, Nina Raud, Olga Burdakova TECHNICAL EDITORS: Kristjan Klauks, Tarmo Käärik (lay-out) All the articles of the present volume have undergone pre-publication reviewing ISSN 1736-2288; 5 ISBN 978-9985-4-0798-1 © Articles: authors, 2014 Compilation: Narva College of the University of Tartu, 2014 Printed at SATA OÜ, Narva Contents Preface . 7. I CROSSING BORDERS: HISTORY, DIALOGUE OF LANGUAGES AND CULTURES History of the Evolvement of Border RegionS Ágnes Pál Geographical Background to the History of the Danube-Kris-Mures- Tisa Euroregion . 13 Grigory Suzi The Karelian Isthmus and Northern Ladoga Area in 1940–1941 as a Kind of «Frontier»? . .29 Elena Kochetkova The Soviet-Finnish Forestry Cooperation in the Soviet Near-Border Area and Technology Transfer between 1953–1964 . .37 Identity Issues OF THE Population OF Border RegionS Giovanni Savino Galician-Russian Society and the Formation of a Russian Identity in Galicia, 1902–1916 . .49 Mei-Lan Huang Language Education and Identity: A Case Study of Postcolonial Taiwan . .59 Natalia Shlat, Alexander Orlov The Formation of Civic Identity in Preschool Children by Means of Logical Tasks (based on the architecture of St . Petersburg) . .69 Multicultural Education and Practices of Educational Institutions OF Border RegionS Olga Chorosova The Networking Organizations in Formation as a Tendency of Organizational Development in the Conditions of Globalization . .79 Nadezhda Shilova Russia’s Far East Continuing Professional Education Procedure New Regulations . 85 Valentin Maksimov Providing Resources for Teacher Continuing Education . .91 Aet Kiisla The Role of Public Administration Curriculum in University Community Service within a Geographical Periphery . .97 Rozaliya Gerasimova A Multidisciplinary Approach to Specialists Training in CPE System with Combined Specialities . .115 Petr Skryabin, Julia Skryabina Informative Communication Technologies as a Teacher’s Professional Development Resource . 119 Elena Dolgikh Typological Peculiarities of Media Texts within the Russian Network Press in the Aspect of Teaching Russian as a Foreign Language . 125 II TEACHING ENGLISH AND TEACHING IN ENGLISH Nina Raud Teaching English and Teaching in English: Good Practices and Conference Evidence from Narva . .135 Enn Veldi Teaching How to Use Dictionaries Better . .141 Éva Ujlakyné Szűcs Teaching English in English at Kecskemét College in Hungary . 147 Galina Maslova University Language Area as a Factor that Enhances the Efficiency of Academic Mobility . 157 Vera Nesterova Practical Applications of CLIL: Materials Selection and Lesson Planning at Post-graduate Level . .165 Kristiina Jokinen Multimodal Interaction in the Context of Foreign Language Learning . 181 Nina Nikonova English in the Classroom: an Overview of Modern Practices . 195 Olga Luchka Raising Students’ Motivation in the EFL Class through Multiple Intelligences Teaching Strategies . 201 Ekaterina Alekseeva Entrepreneurial Thinking in English Lessons (Practice of Pskov Linguistic Gymnasium) . 207 Irina Petrova Strategies for Successful Organization of Independent Work . 215 Elena Trifonova Determination of Foreign Language Proficiency of Non-Language Departments’ Students . .223 SUMMARIES . 227 About the Authors . 243 Preface The present volume is the fifth in the series “Studia humaniora et paedagogica collegii Narovensis“, founded in 2004 . We publish here materials from two international scientific conferences «Crossing Borders: History, Dialogue of Languages and Cultures» (May 17–19, 2012) and «Teaching English and Teach- ing in English» (November 1–2, 2012), which took place in Narva College of the University of Tartu, Estonia . What makes this issue different from the previous ones is its thematic divi- sion into two parts which comprise contributions of the authors who partici- pated in the two conferences correspondingly . The first part (Crossing Borders: Dialogue of Languages and Cultures) consists of articles which are united under three topics: History of Evolvement of Border Regions; Identity Issues of the Population of Border Regions; and Multicultural Education and Practices of Educational Institutions of Border Regions . The second part (Teaching English and Teaching in English) includes articles which discuss problems and issues of content and language integrated learning, teacher education in the multilingual world and English language teaching and learning . This structure of the collec- tion of articles will allow us to reach a wider scientific audience to acquaint it with good practices and interdisciplinary researches on border issues in various areas from the historical, cultural, educational and linguistic perspectives . The topical issues of the development of border regions and their influence on social, educational and cultural aspects of communities’ life have united in this col- lection of articles the efforts of researchers from Hungary, Taiwan, Finland, Russia, and Estonia . The collection of articles places a particular focus on ways as to how multilingual and multicultural education supports diversity and identity; it con- tinues Narva College’s tradition to publish post-conference collections of articles, by which it brings together researchers and practitioners from different countries who are eager to share their researches and experiences in the field of English language studies, foreign language teaching and learning, content language and integrated learning and interdisciplinary researches into border region studies . 8 Preface We are assisted in the publication of the series «Studia humaniora et pae- dagogica collegii Narovensis» by the international editorial board consisting of prominent scholars from Russia, the UK, Finland and Estonia . The publication of the present volume was accomplished with the help of an editorial advisory board formed by scholars and researchers from Estonia, the UK and Finland who specialize in the issues of the development of border regions and multi- lingual and multicultural education . All the articles published in this collection have undergone pre-publication (anonymous) reviewing . By expressing our gratitude to all the authors of articles, to the reviewers, to the members of the editorial boards, and everybody who participated in the pre- publishing preparation work we would also like to acknowledge the importance of their contribution to this publication and their cooperation with the editorial board . We hope this publication will invite scholars of different countries to participate in new projects, researches and conferences . Nina Raud Olga Burdakova I CROSSING BORDERS: HISTORY, DIALOGUE OF LANGUAGES AND CULTURES History of the Evolvement of Border Regions 13 Geographical Background to the History of the Danube-Kris-Mures-Tisa Euroregion Ágnes Pál1 (Szeged) Introduction The sad historical events of the 20th century — together with the resulting fact that the borders of the countries of Central and Eastern Europe were radically redrawn — destroyed those budding new regions, which had evolved by the turn of the 19th and 20th centuries in the Carpathian Basin . These regions-in- the-making were broken up by the Trianon Dictate, later by the communist ambitions for strengthening the new borders; thus it became impossible for the regions in question to develop according to geographical logic, that is, in accordance with their natural and human resources . In the Carpathian Basin 7 out of 11 regions were annexed by other countries; two of them were cut into two by the new borders, and only two — Central Transdanubia and Budapest — remained as intact entities within Hungary’s borders . Thus, the larger part of the southern region of Voivodina, which used to occupy a favourable position along the east-west and north-south axes, became a periphery . At the end of the 20th century integration processes and cooperation across national borders paved the way for spatial restructuring processes . These changes created new opportunities for economic and social (infrastructural) development to make a considerable advance along the tetrahedron of natural, social, economic and infrastructural components of the Carpathian Basin . The Danube-Kris-Mures-Tisza Euroregion came into being as a result of these processes in 1997, and it was soon to become the centre of academic research (see Map 1) . 1 Dr . Habil . Ágnes Pál, college professor, university private professor . University of Szeged, Gyula Juhász Faculty of Education . 14 Geographical Background to the History of the Danube-Kris-Mures-Tisa Euroregion Map 1. The geographical location of the Danube-Kris-Mures-Tisa Euroregion (Ed. by Á. Pál, 2012). The research into the formation and the asymmetries of borders and border zones had always been an element in regional research . But today, the research into border zones is of primary significance [Pál], because
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