Showing papers on "Intercultural learning published in 2019"

Linguistic landscapes: An experiential learning project for developing intercultural competence

Abstract: Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a strong impact on their perceptions of diversity and their attitudes towards other languages and cultures. Students increased their critical awareness of how identity, ideology and attitudes influence language choices and intercultural interactions. The experiential learning project also made them reflect on their own identity as intercultural citizens. The findings of this study highlight the usefulness of the project in developing intercultural competence (ICC). The paper discusses methodological implications for teaching IC in the context of increasingly multilingual and multicultural learning communities.

Developing Intercultural Perspectives on Language Use: Exploring pragmatics and culture in foreign language learning

Abstract: Many language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.

Becoming at the boundaries of language: Dramatic Enquiry for intercultural learning in UK higher education

Abstract: This article reports on a co-produced project introducing an innovative, drama-based method for enhancing UK HE students’ intercultural learning. We ran two workshops for a mixed cohort of students...

Transformative Intercultural Learning: A Short-Term International Study Tour

Abstract: This article draws on and contributes to the body of knowledge on the development of cultural competence and study abroad experiences. The study program has been well established for severa...

Raising Intercultural Awareness through Voice-Based Telecollaboration: Perceptions, Uses, and Recommendations.

Abstract: This article explores learners’ uses and opinions regarding the design and implementation of an approach for developing intercultural knowledge and skills via an online voice-based telecollaboratio...

Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis

Abstract: With the proliferation of short term study abroad programs at institutions of higher education, there is a need for more rigorous assessment of how these pr ograms contribute to intercultural learning. This article presents a multi institutional comparative study of students’ intercultural learning in six short term study abroad programs in Canada and the U nited S tates , employing both quantitative and qualitat ive methods. The study combines pre and post IDI survey scores with a qualitative analysis of student writing to present evidence about the impact of specific program features on students’ intercultural learning, as well as an analysis of how the students themselves make sense of their experiences abroad. We argue that the extent of pre departure intercultural training has a positive relationship with intercultural learning outcomes. Additionally, we present evidence that service learning opportunities and intra group dynamics contribute to students’ intercultural competence. We conclude that mixed methods analysis provides the most effective way of identifying how different program factors contribute to intercultural growth, when that growth occurs in a pr ogram cycle, and how program leaders can provide effective intercultural interventions to best facilitate student learning abroad.

Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency

Abstract: Cultural competency, in increasingly globalized and cosmopolitan societies, is key to allied health graduate employability. Internationalization at Home initiatives that use virtual technologies ha...

Intercultural Learning in Transnational Articulation Programs: The Hidden Agenda of Chinese Students' Experiences.

Abstract: Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students' intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students' experiences in two China Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants' intercultural learning experiences were far more complex than the theoretical model of "stress-adaptation development." The students' agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.

A Learning Model of Bahasa Indonesia as a Foreign Language Based on Local Intercultural Politeness

Abstract: The study was aimed for developing a learning model of Bahasa Indonesia based on local intercultural politeness to improve the foreigners’ communicative competencies. This is Research and Development, started with a preliminary study of intercultural learning concepts and Buginese politeness strategies; the distribution of the needs analysis instruments to the 25 foreigners learning Bahasa Indonesia in Makassar, South Sulawesi, Indonesia; model development, focus group discussions; the model finalization and product experiment. The interviews and questionnaires data were analyzed by descriptive quantitative and qualitative. The result, a local politeness intercultural learning model consisting of four phases: noticing, comparing, reflecting, and interacting. 1) The foreign learners noticed the use of local politeness markers in Bahasa Indonesia; 2) They compared the similarities and differences between the use of the markers of local politeness and those they found in their native languages; 3) They reflected themselves; 4) They practiced Bahasa Indonesia through direct interactions. The conclusion showed that the t-score = 3.26 > t-table = 2.45 signifying that the model was effective in overcoming the foreign learners’ problems in oral interactions and improving their Bahasa Indonesia communicative competencies.

Training Transdisciplinary Educators: Intercultural Learning and Regenerative Practices in Ecuador

Abstract: The main goal of this article is to explain the transdisciplinary training model developed at the National University of Education (UNAE) in Ecuador, based on the ancestral worldviews of Buen Vivir (Good Living). Good Living is a philosophical and political concept of the Kichwa indigenous peoples in the Andean Region, where human beings are interconnected with planet Earth and the whole cosmos. In 2008, Ecuador became the first country in the world to recognize the Rights of Nature in its Constitution, in order to face climate change and to restore the ecological footprint. This article first unifies scientific knowledge with ancestral wisdom, creating an inter-epistemological dialogue using a transdisciplinary approach. Second, the article explores the epistemological notions of transdisciplinary education: self-training, hetero-training, eco-training, and onto-training. Third, the article argues that as a result, Educational Sciences of Good Living emerged to (re)design regenerative cultures that face socio-ecological challenges of the Anthropocene age. In sum, the article argues that training transdisciplinary educators implies an intercultural, decolonial, and biocentric approach that promotes their inner spiritual self-awareness, among other perceptive, affective, emotional, rhetorical, poetic, epistemic, creative, artistic, cognitive, and philosophical dimensions.

Children encountering each other through storytelling: Promoting intercultural learning in schools

Abstract: Schools need concrete pedagogical tools to promote intercultural learning The Storycrafting method is used to promote interactions between children that lead to a dynamic, rather than static, expe

Tapping the thirdness in the intercultural space of dialogue

Abstract: In this paper, we explore intercultural communication as dialogue occurring in a third space. Through seven students’ reflective essays on group-based intercultural learning, we analyse the ever-sh...

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

Abstract: Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.

Migrant Teachers and Classroom Encounters: Processes of Intercultural Learning.

Abstract: Recent migration combined with strategies to diversify the teacher workforce has led to complexities in teacher diversity identified by the term 'superdiversity' (Vertovec, 2006). This article builds on recent work on the processes of convergence and superdiversity (Wessendorf, 2011) by focusing on meaningful encounters in the mathematics classroom. A sociolinguistics approach is used to discuss the performance of teacher identity, focusing on accent. An analysis of power shows tensions between Standard English and local vernaculars, involving microaggressions and opportunities for intercultural learning. The article concludes by discussing coping with microaggressions and the systemic implications for school policies and initial teacher training. It shows how microaggressions offer opportunities for intercultural learning and how classroom spaces can be developed that promote both this and the dispositions of an intercultural habitus.

Juggling to survive: Master of Science postgraduate nursing students’ experiences of studying far from home:

Abstract: BackgroundGlobally, government and higher education institutions are expected to increase international student numbers. Programme development, marketing international collaboration and management ...

Interculturality and language in Erasmus+ Virtual Exchange

Abstract: The European Commission has invested in many policy initiatives and projects related to intercultural communication and dialogue, the most long term of which has been the Erasmus mobility programme, which in 2017 celebrated 30 years. In the following year the Erasmus+ Virtual Exchange pilot project was launched, the main objective of which is to encourage intercultural dialogue amongst young people in Europe and Southern Mediterranean countries through “online people to people interactions”. This paper provides a brief overview of this pilot project and how it relates to EC policies and practices regarding intercultural dialogue and communication. After looking at how interculturality and language are approached in two of the models of virtual exchange being implemented, some of the findings from the qualitative evaluation of the first year of implementation regarding intercultural learning and attitudes to language use will be presented.

How might interculturality be developed in an Australian primary school

Abstract: This study reveals important insights into interculturality and the context in which intercultural learning is takes place in schooling. The research provides a case of how school practices sustain or impede expected educational transformation. The model framework for developing practice architectures for interculturality will be helpful for policymakers and practitioners.

Investigating Foreign Language Reading Anxiety Among Yemeni International Students in Malaysian Universities

Abstract: The study aimed at identifying the level and sources of foreign language reading anxiety among Yemeni students in Malaysian universities. Besides, it aimed at finding out whether there are statistically significant differences in the means of responses of Yemeni students in Malaysian universities according to the variable ‘Level of study’ (Bachelor’s, Master’s and PhD). The study is quantitative as it used Foreign Language Reading Anxiety Scale (FLRAS) to answer the study questions. FLRAS was distributed to general groups of Yemeni students in Malaysia in the form of an online survey. The number of participants who responded to the survey is 100 Yemen students who are preparing their bachelor’s, master’s and PhD degrees in different majors in Malaysia. The results of the study showed that the level of foreign language reading anxiety among Yemeni students in Malaysian universities is of moderate level across the three groups. More importantly, the result of the analysis showed that there are no statistically significant differences in the means of responses of Yemeni students in Malaysian universities according to the variable ‘Level of study’ (Bachelor’s, Master’s and PhD). The findings of the study highlighted an important point in the investigation of foreign language reading anxiety which is the environment. Thus, studies on intercultural learning stated that the host culture is a source of learning anxiety; however, the moderate level of reading anxiety across the three groups in this study might be attributed to the fact that the medium of instruction and reading materials in Malaysian universities are in English language. Therefore, this finding makes a crystal-clear difference between reading anxiety and general intercultural learning anxiety in the host cultures where English is the medium of instruction. Students, instructors and researchers in this area might benefit from the findings of this study.

Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad

Abstract: Given that higher education institutions are increasingly utilizing short term study abroad courses as a means to develop students’ intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary cont ent and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.

Computer mediated communication for construction-supported constructivism in communication and cultural learning

Abstract: This paper aims to explain how CMC has implications for constructivism in communication and cultural learning. he method used to write this review followed previous patterns by work. During collecting articles as main sources, we used Google scholar, Baidu scholars, Science Direct and Mendeley search platform, we also used such keywords as cross-cultural learning, technology, intercultural learning, promoting, facilitating, understanding and competence to find articles. in the end in this paper found conclusions Technology-used should fulfil the today need of learner. Combination of asynchronous and synchronous communication are mostly suggested for the next future research. We also believe by the need of global society and the rapid growth of technology, people around the world need more advanced technology such as Hologram, VR technology, artificial intelligent features, cloud and so on.

Intercultural Learning: A Promising Pedagogy in the New Millennium

Abstract: In a multicultural context, most of the common problem among individuals is that people hold an ethnocentric perspective, as they tend to idealize their own culture and ignore cultural difference. In this regard, interculturalism has come into play as it encourages ethno-relative perspective in that it stresses the importance of openness to and acceptance of different beliefs, values and customs (e.g., Coulby, 2006; Lentin & Titley, 2011; O’Cinneide, 2012; Jokikokko & Karikoski, 2016).This intercultural trend has led to the emergence of a new language pedagogy called “Intercultural Learning” that aims at promoting intercultural competence in EFL classrooms and prepare EFL learners to meet the challenges of such a globalized world. The thrust of the argument in this paper is that culture courses should not be a place where learners are exposed only to the target culture; it should rather be a place where learners can experience cross-cultural situations, reflect on their experience, and act as intercultural speakers/mediators with the ability to communicate and interact appropriately and effectively in different intercultural situations. It offers insights into the challenges that lead to the emergence of intercultural learning. It also gives an account of the importance of culture in language learning. The paper discusses intercultural learning pedagogy, as it defines the notion of intercultural learning, discusses its principles and explains the key element of intercultural learning “experiential learning” and how it is implemented. It also provides implications for teachers at the university level.

Computing Education for Intercultural Learning: Lessons from the Nairobi Play Project

Abstract: This paper explores computing education as a potential site for intercultural learning and encounter in post-conflict environments. It reports on ethnographic fieldwork from the Nairobi Play Project, a constructionist educational program serving adolescents aged 14-18 in urban and rural multi-ethnic refugee communities in Kenya. While the program offers programming and game design instruction, an equal goal is to foster interaction, collaboration, dialogue and understanding across cultural backgrounds. Based on fieldwork from two project cycles involving 5 after-school classes of 12-24 students each, we describe key affordances for encounter, important resistances to be managed or overcome, and emergent complications in the execution of such programs. We argue that many important accomplishments of intercultural learning occur through moments of friction, breakdowns, and gaps -- for example, technical challenges that produce sites of shared humour; frictions between intercultural activities and computing activities; acts of disrupting order; and unstructured time that students collaboratively fill in. We also describe significant complications in such programs, including pressures to adopt norms and practices consistent with dominant or majority cultures, and instances of intercultural bonding over artefacts with xenophobic themes. We reflect on the implications of these phenomena for the design of future programs that use computing as a backbone for intercultural learning or diversity and inclusion efforts in CSCW, ICTD, and allied fields of work.

A First-Year Seminar Course that Supports the Transition of International Students to Higher Education and Fosters the Development of Intercultural Communication Competence

Abstract: Colleges and universities in the United States and in other countries are admitting and educating an increasing number of international students. This trend creates both challenges and opportunitie...

Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques

Abstract: Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.

Teletandem mediation on Facebook

Abstract: Teletandem is a telecollaborative learning context, which involves the process of pairing up language learners of different institutions around the world. Since 2006, institutional teletandem practice has involved the offer of pedagogical mediation to support learners’ development. The mediation aims to provide teletandem participants a context for sharing experience and reflecting on their language and intercultural learning process. This article aims at describing the mediation session procedures and the findings of a study carried out during teletandem interactions between students from Brazil and from the United States. A private Facebook group was used to support the contact between the mediator and students of the Brazilian university. In this work, we present the review of the concept of mediation in teletandem and present the results of an interpretivist qualitative analysis that show that the role of the mediator is focused on providing encouragement and guidelines based on teletandem theory and principles. We also point out the study limits and propose some possibilities for future research that might focus on mediation sessions through virtual platforms or social networks.

Historical enquiry in primary school : Teaching interpretation of archaeological artefacts from an intercultural perspective

Abstract: This article explores how learning historical interpretation of Viking-age archaeological artefacts from an intercultural perspective could be facilitated through historical enquiry in primary school. Three design principles were formulated for the teaching: (1) enquiry based upon an authentic intercultural question; (2) enquiry with a focus on source interpretation; and (3) enquiry using material culture in the form of archaeological artefacts. Two questions were addressed: first, how did the teaching design and practice facilitate the intended learning, and second, what obstacles to learning were encountered as a result of the design? Research data were analysed qualitatively using contentfocused conversation analysis and variation theory. The findings in relation to the first question indicated that the design principles helped teachers facilitate learning through historical enquiry from an intercultural perspective, and that archaeological artefacts can inspire investigations into history by activating pupils' historical consciousness. The answer to the second question indicated that pupils had difficulties responding to historical enquiries with synthesized inferences based on historical evidence. A revision of the final phase of the enquiry suggests that focus is on discussing reasonable explanations in relation to artefacts, rather than synthesizing historical inferences based on evidence. This study points to possibilities of teaching historical interpretation and intercultural perspectives through historical enquiry in primary school, and suggests that archaeological artefacts can be used to initiate historical learning.