Due to the growing application of information and communication technology (ICT) in education, teachers are encouraged to choose on-line or hybrid teaching approaches to redesign and teach courses in ...order to promote learning outcomes. Our exploratory research demonstrates how the hospitality courses blended with the team-based learning approach and digital resources can facilitate learners' learning enjoyment and increase their intercultural awareness (IA) in a Taiwan hospitality and tourism university. Our evidence confirms that knowledge sharing is a significant mediator connecting perceived enjoyment, team effectiveness and perceived individual learning in our blended team-based learning model; also, the learners' IA is notably promoted. This can be attributed to the strong willingness to cooperate with peers from various learning experiences. Our study suggests that teachers, as activity directors, facilitators, monitors and evaluators in team-based learning situations provide learners opportunities and platforms to empower them to interact, cooperate and construct and share their knowledge.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire's critical pedagogical philosophy, we explore how the English ...reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural environments. Analysis of fieldnotes and interviews show that dialogue, as a pedagogical tool and a method, can not only guide students to confidently navigate new words and foster communicative competence, but also to read the world and develop open-mindedness and knowledge of the Other. The study moves away from the ideological premise that almost exclusively, frames English language teaching and learning in the country to the development of human resources for the workforce in the global economy. We argue that English language education in China needs to be mobilised pedagogically, hence creating communities of young learners who are more interculturally aware citizens.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little ...opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students’ attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.
Vulnerabilities and ‘gatekeeping’ asymmetries often emerge throughout interactions taking place in institutional settings. This is especially true in cross-cultural interactions occurring in ...migration contexts, which are often characterized by an asymmetrical power distribution between the participants involved, namely Western experts vs. non-Western migrants, challenging a successful meaning negotiation. Starting from the assumption that mediation processes are central in migration contexts, where speakers from different sociolinguistic backgrounds interact in multilingual environments where there is an increasing use of lingua francas such as ELF, the paper will explore those pragmalinguistic processes and behaviours challenging successful meaning negotiation or leading to communication failure in such intercultural and multilingual contexts. A discourse analysis of spoken interactions involving asylum-seekers, language mediators and professionals unveiled participants’ use of strategies of hybridization, negotiation, and reformulation, activated in such cross-cultural mediation encounters, where meaning is negotiated at different levels – linguistic, paralinguistic and extralinguistic – variously and creatively exploited by multilingual speakers. The ultimate aim of the exploration of spoken specialized discourse, related to medical and legal integration, to mediated migration narratives, as well as to cross-cultural representations of traumatic experiences, is to promote intercultural awareness, cultural diversity and plurilingualism, and to raise concern towards current ethical issues connected to identity and displacement in the new multilingual and multicultural European societies.
The use of films in the classroom is not new, as they promote critical thinking and reflection (Prats, Lluis. 2005. Cine para Educar. Barcelona: Belacqua). However, their role in promoting inclusive ...values with young learners remains relatively unexplored. Films have been considered a powerful pedagogical tool that helps students be in contact with the Other, creating new feelings of understanding and emotional attachment (Saito, Haito. 2010. "Actor-Network Theory of Cosmopolitan Education." Sociological Theory 29 (2), 124-149). In the present work, the pedagogical potential of three Disney-Pixar films is explored to educate young learners in inclusive values related to difference and diversity. To do this, the authors perform a formal analysis using eight key elements linked to inclusive education and the Spanish curriculum for infant education. Results show that these elements are present, with a higher predominance of portraying different races or ethnicities, and the display of border transgressions, demonstrating they may enhance young learners' learning of inclusive values in the classroom.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Integrating a high impact virtual exchange project (VEP) within a global learning experience creates opportunities for students to engage in and attain international and cultural competencies without ...leaving their home campus. The Collaborative Online International Learning (COIL) model enables faculty and students to collaborate with global peers through co-taught, culturally focused online learning environments to achieve intercultural awareness, knowledge in discipline-specific content, and skills in communication and group collaboration. To address the limited evidence investigating the effectiveness of achieving COIL outcomes, this paper aimed to evaluate students' opinions about their experiences participating in a COIL VEP using a case study research design and a nested mixed methods approach. Quantitative data were collected using a statistically analysed anonymised questionnaire, while qualitative data collected from student reflective reports were thematically analysed. Analysis suggests that COIL experiences positively influence intercultural awareness, stimulate students to be globally engaged and promote personal and professional development.
Full text
Available for:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In this book, Adrian Holliday provides a practical framework to help students analyse intercultural communication. Underpinned by a new grammar of culture developed by Holliday, this book will ...incorporate examples and activities to enable students and professionals to investigate culture on very new, entirely non-essentialist lines. This book will address key issues in intercultural communication including:
the positive contribution of people from diverse cultural backgrounds
the politics of Self and Other which promote negative stereotyping
the basis for a bottom-up approach to globalization in which Periphery cultural realities can gain voice and ownership
Written by a key researcher in the field, this book presents cutting edge research and a framework for analysis which will make it essential reading for upper undergraduate and postgraduate students studying intercultural communication and professionals in the field.
Adrian Holliday is a Professor of Applied Linguistics at Canterbury Christ Church University in the Department of Language Studies where he co-ordinates doctoral research in international English language education and intercultural issues. He is also Head of the Graduate School and Research Office and directs the University research degrees programme. He has published numerous works which generally concern the role of culture in international settings in the teaching of English.
Chapter 1: The grammar of culture
Chapter 2: Cultural practices
Chapter 3: Investigating culture
Chapter 4: Constructing culture
Chapter 5: Dialogue with structure
Chapter 6: Historical narratives
Chapter 7: Discourses of culture
Chapter 8: Prejudice
Chapter 9: Cultural Travel and Innovation
Chapter 10: Epilogue: Theoretical Perspective
"Through extending his seminal notion of ‘small cultures’ to a much grander ‘grammar of culture’, this is much more than a textbook in intercultural communication. Lucidly written and illustrated by fine-grained personal vignettes, Holliday provides a refreshing synthesis of culture and the intercultural which will both engage interested readers, and illuminate experienced researchers." - Malcolm N. MacDonald, University of Warwick, UK
"Understanding Intercultural Communication is essentially a textbook aimed at helping students analyze cultural interactions from non-essentialist perspectives. The process is supported by ethnographic narratives within the text and by a variety of online access tools and activities." - George F. Simons, Founder of www.diversophy.com
Culture shocks, miscommunications, and even conflict will occur due to a lack of intercultural communication skills. Effective communication with native speakers requires language abilities, cultural ...awareness, and familiarity with local customs. Several studies on intercultural relationships have been documented. However, there is still limited research on the levels that affect intercultural awareness. This study aims to examine the intercultural awareness of pre-service teachers. This study aims to investigate the levels that affect intercultural awareness among aspiring pre-service teachers participating in an international teaching practicum (ITP). The design used a qualitative multiple-case study. Interviews with eight aspiring English pre-service teachers from Indonesia were conducted to collect data. The results show that the majority of participants agreed that during an international teaching practicum program, they gained the ability to compare and mediate cultural differences and similarities. Indonesian pre-service teachers being investigated had good intercultural awareness. The findings suggest important practical implications for providing students with sufficient references to assist pre-service teachers in enhancing and developing their intercultural teaching abilities.
The concept of perspective is embedded within the studies of culture and language, especially with regard to an intercultural orientation within EFL teaching and learning. However, researchers have ...rarely explored how perspective taking can be facilitated among language learners and what types of tasks can facilitate this process. This paper describes a case study in which English as a foreign language (EFL) learners (aged 14-15) engaged in focus group interviews conducted at the end of an E-portfolio of Intercultural Competence (EPIC) project. By foregrounding perspective taking within intercultural awareness, the paper explores connections between types of tasks implemented and the ways participants considered perspectives of others in their focus group interviews. The findings thus have implications for language teaching as the results highlight the need to support the pupils through adapted activities with a greater focus on the awareness of diversity of perspectives, storytelling, reading picture books, and reflection on narrative accounts of past events. In addition, an understanding of the differences and comparing ways of living of people from diverse cultures should be coupled with support from the teacher, allowing the learners to decentre from their perspectives.
Currently, it is recognized that language and culture go hand in hand, which means that when we teach a language, we also teach the culture of that language or other languages that appear in the ...textbooks being used. This wide recognition of the vital role of culture in the second language teaching has presented challenges for EFL teachers in various contexts. This article reports a qualitative study on three Cambodian teachers of English at one school in Phnom Penh. The study aims to investigate EFL teachers’ views and practices of textbook adaptation, as well as how they adapt textbooks to help students develop intercultural awareness in the ELT. To achieve these objectives, the qualitative data obtained from individual interviews, classroom observations, and teaching materials were engaged to shed light on the backdrop of the textbook adaptation and cultural integration in the ELT classroom. The findings in this study reveal an inconsistency between teachers’ views and practices about the textbook adaptation and the teachers’ limited capacity of interculturality-stimulated scholarship that is inherently tied to the development of cultural activities in the ELT classroom. This study suggests teacher training on the textbook adaptation and teaching culture should be provided to the teachers in the context and beyond.
PDF