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12.
Intercultural Awareness and Language Pedagogy Ahad Ataie; Mohammad Mohammadi
International journal of English language and translation studies,
04/2020, Volume:
8, Issue:
1
Journal Article
Open access
Over the decades of language study and teaching linguists and scholars have come up with communicative competence (CC) theory. Currently, intercultural competence, a complementary subcategory of CC ...has been prioritized by a myriad of studies. Striving to replicate the previous findings of Sercu et al (2005), and observing the effects of intercultural awareness among Iranian EFL teachers on language pedagogy, the following steps were taken: a. Checking the teachers’ intercultural awareness via a questionnaire by Sercu (ibid), b. Holding an intercultural workshop teaching 12 rules of it advocated by Byram (2000) and observing the manipulation of intercultural techniques, finally, c. pretesting and post testing the experimental and the control group. It is found that raising intercultural awareness amid Iranian EFL teachers had paramount effect on the learners’ intercultural competence.
Capturing moments through photos has now become a common phenomenon in various circles, including academics. It aims to perpetuate every historical value in the life of an individual. In this ...article, the authors attempt to explore how an Indonesian student experienced her inaugural intercultural journey during a two-month short course program in Ireland, a pathway program to prepare prospective Ph.D students with academic and social skills, through photographs that she took amid the program. This perspective of intercultural travel is embedded in the personal and cultural identities of the participant. This article uses photovoice analysis to exemplify how the participant negotiated her natural identities, institutions, discourses, and affinities during intercultural interaction. The data used in this study are photographs taken by the participant and her voices on those photos guided by the SHOWeD model. The authors employed Pierce’s semiotic approach to scrutinize the symbols, icons, and indexes contained in the Photovoice. The results of the analysis indicate that the participant experienced a plethora of moments that aroused her intercultural awareness, starting from managing the initial self-conflicts, adjusting in the fast-paced academic culture by interacting with cultural actors, and responding positively to all stimuli that came during intercultural interactions. Needless to say, challenges are also present as self-development reinforcement. However, this constraint was considered as a self-defense mechanism and an attempt to respect the self, not as a failure of intercultural interaction. In conclusion, the student is currently no longer a cultural observer and imitator, but rather a cultural actor.
This study aims to measure intercultural competence (awareness) of tourism and hospitality employees who tend to be in continuous interaction with intercultural customers. By comparing the results of ...a self-report awareness test/scale with the results of a knowledge-based test, the study shows that employees not only have extremely low intercultural competence, they also exaggerate their intercultural awareness/competence. Hence, in addition to the implications for intercultural competence/awareness of tourism and hospitality employees and for the businesses for which they work, the study has also implications regarding the measurement ability of self-report scales/tests.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This study intended to investigate International Posture and Intercultural Awareness of Indonesian L2 learners of English who studied at English Language departments. It also sought to investigate ...the extent to which learners' International Posture influenced their Intercultural Awareness. It was conducted to fill the gap in the literature on the scarcity of studies on International Posture and Intercultural Awareness in Indonesia despite the likelihood of communication prospects in English with international people. To this end, it involved 73 participants studying in English Language Education departments at two universities in Java, Indonesia, in a survey. Through descriptive statistics on SPSS, the study found a quite high level of Intergroup Approach-Avoidance Tendencies (IAAT), the first dimension of International Posture. It also found a moderate-high level of Interest in International Vocation and Activities (IIVA), the second dimension of International Posture. Furthermore, the participants’ awareness of their own cultures and those of others was generally high though some of the participants' awareness of specific aspects of other cultures was reported to be low. Using multiple regression, the study found that generally, the participants’ International Posture significantly influenced their Intercultural Awareness, accounting for 22.3% of the total variance in Intercultural Awareness. However, from the beta coefficient analysis, it was found that only the participants’ IAAT significantly influenced their Intercultural Awareness in a positive direction. Their IIVA did not significantly influence it. The findings highlighted the need to nurture second/foreign language (L2) learners’ International Posture and conduct further investigation on the possible impacts of learners’ International Posture on learners’ ICC in general.
The present article aims to point out the necessity to raise intercultural awareness and to build intercultural communication competence in Professional Foreign Language Classes. After defining the ...main concepts involved and having as a starting point G. Hofstede’s cultural dimension’s theory, the article brings forward several proposals of activities and makes reference to certain available and useful resources and methods that could serve the announced objective.
In an increasingly multilingual and multicultural society, many different cultures meet and often merge with one another. The true meaning of the word ‘culture’, what it precisely denotes, and how ...much it can be described through languages have long been points of discussion. This paper shows how linguistic and cultural exchange and metalexicographic discussion on culture, as practised in the EMLex-Master’s programme, have led to a lexicographic project based on culture-bound words. After a short treatise on the definition of culture and culture-bound items, the ongoing project of a culture dictionary with its concept (macro- and microstructure) and first draft of examples are presented.
In this globalization era, institutions are developing strategies including international service-learning pedagogies to integrate global perspectives and dimensions into the learning and teaching ...processes to develop students' capacity in intercultural competence.
This study aimed to assess the students' intercultural learning outcome through provision of orthotic community service to the less-privileged children.
A Hong Kong-based university collaborated with 2 American universities to conduct an orthotic community service program for the children with cerebral palsy in mainland China. In the process of service delivery, the students with different backgrounds worked closely and students' professional knowledge, intercultural understanding, and communication skills were evaluated. A mixed-method approach was adopted to investigate on how this international program could facilitate meaningful interactions in clinical practices. Preprogram and postprogram surveys and focus group interviews were conducted. Statistical analyses were performed on the quantitative data, while interview data were analyzed thematically.
A comparison of preprogram and postprogram surveys showed that the students perceived this community service program important for enhancement of their capabilities to communicate with people from other cultures (n = 39, p < 0.05). It also showed an increase in local students' willingness to work with people from other cultures. Some themes related to intercultural competences were identified from the interview: "intercultural awareness, understanding, and communication" as well as openness to work/socialize with people from other cultures."
This study demonstrated that an international community service program could initiate positive changes in students' intercultural communication capability and interest to work with culturally different people.
This paper reports the results of a narrative inquiry study on exchange programs, intercultural awareness, and professional development in eight former participants of the Fulbright Foreign Language ...Teaching Assistant -FLTA- program. This study used written narratives to collect data from eight participants of the FLTA scholarship program who belonged to the cohort 2017-2018. The results of this study showed that after being a FLTA, participants improved their English language skills; they became more aware of their teaching practices by implementing and adapting different teaching methodologies, they experienced cross-cultural interaction, and understood better cultural differences which really fostered their personal and professional development as English language teachers in their home countries.
Abstract
US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This ...descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific family/community and/or cultural practices. Few lessons incorporated culturally relevant/sustaining literature. Findings help teacher educators consider contextual constraints in teacher preparation and ways to better support PSTs in recognizing and developing students' sociocultural competence.
The Challenge
Developing students' sociocultural competence is a foundation of dual language bilingual education (DLBE), yet it is an underresearched topic. How do DLBE preservice teachers (PSTs) incorporate their students' cultural backgrounds and family and community knowledge in their teaching? How do DLBE PSTs develop students' sociocultural competence?
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