Attending to cross-border sociocultural competence in bilingual programs in the Polish-Czech border region: An exploratory study

PLoS One. 2023 Nov 30;18(11):e0293069. doi: 10.1371/journal.pone.0293069. eCollection 2023.

Abstract

The aim of this research was to explore whether and how various components of cross-border sociocultural competence were attended to in bilingual schools serving Polish minorities in the Zaolzie border region. Zaolzie is on the Czech side of the Polish-Czech border region, where the Polish minority play an important role in cross-border relations. Based on a review of the extant literature on the development of sociocultural competence among students enrolled in bilingual programs, researchers developed a 19-item survey capturing three distinct components of cross-border sociocultural competence: cognitive, social, and political. The survey was sent to teachers in the 14 Zaolzie region schools, with 123 teachers (44%) participating and asked participants to indicate the extent to which different facets of cross-border sociocultural competence were part of their school's instructional program. Most participants were female-identifying and had over 10 years of teaching experience, and most were born on the Czech side of the border but identified as Polish nationals. Results from an exploratory factor analysis (EFA) revealed two unique factors representing different components of sociocultural competence included in bilingual programs in the Zaolzie region: (1) the development of students' intrapersonal skills, motivation, and cross-linguistic understanding, and (2) the development of students' capacity to engage interpersonally with and to understand others in the region. These findings suggest that schools in the Zaolzie region attend to cross-border sociocultural competence through both an intra- and interpersonal lens, emphasizing individual students' linguistic and cultural development as well as their ability to interact in their highly politicized cross-border context. Educators in the region can thus consider assessing students' progress in these two areas over time as measures of program effectiveness. Given that the researchers found that cognitive, social, and political aspects of sociocultural competence were integrated across intra- and interpersonal dimensions, more research is needed to understand if this integration is unique to the teaching of cross-border sociocultural competence in the Zaolzie region or is taught similarly in other contexts.

Publication types

  • Review

MeSH terms

  • Czech Republic
  • Female
  • Humans
  • Linguistics*
  • Male
  • Minority Groups*
  • Poland
  • Surveys and Questionnaires

Grants and funding

Research carried out as part of the project of the WSB University. The project is funded under the program of the Minister of Education and Science titled “Regional Initiative of Excellence” in 2019-2023, project number 018/RID/2018/19”. Initials of the authors who received each award: JKP Grant numbers awarded to each author: 018/RID/2018/19 The full name of each funder: The Minister of Education and Science URL of each funder website: https://www.gov.pl/web/edukacja-i-nauka The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.