Język obcy – kultura (nie)obca: modele nauczania kultury w glottodydaktyce

Th e main purpose of the article is to diachronically illustrate the most important paradigms of teaching culture in glottodidactics (language education), understood in an interdisciplinary perspective as a fi eld that combines sciences such as pedagogy, psychology, sociology and culturology. One of the research areas of language education is teaching foreign languages, which plays a particularly important role in promoting knowledge of other cultures, (inter) cultural skills, as well as appropriate attitudes towards the representatives of these cultures. Th e perception of cultural issues has changed with the development of language teaching methodology. In the era of the dominance of the formalistic approach, from the mid-nineteenth century, the monocultural-national model prevailed, since the second half of the twentieth century the paradigm has changed: the culture-oriented model by ‚small k’ has developed, then, the intercultural model, and fi nally the transnational one. Th e article presents their most important characteristics and discusses socio-political conditions that have brought about changes in the cultural worldview.