Le projet Label international a été lancé officiellement en septembre 2011 à l’université Lille1, dans un contexte favorable à sa création, après un travail de plusieurs années passées à sa ...conception et à sa mise en œuvre. Ce dispositif, inscrit dans la démarche qualité de l’établissement et qui a reçu le label européen des langues en 2012, vise à valoriser les compétences linguistiques, la mobilité et l’ouverture interculturelle d’étudiants non spécialistes issus de formations à dominante scientifique. Intégré au projet d’établissement de l’université, il s’adresse à tous les étudiants de la 2ème année de licence au doctorat et justifie d’un positionnement de niveau B2 sur l’échelle du Cadre européen de référence pour les langues (CECRL) prérequis pour candidater. Décliné en deux niveaux validables séparément, l’obtention de ce label repose sur la validation de trois critères : l’acquisition d’une certification externe en langue étrangère (B2 ou C1), une mobilité à l’étranger (stage ou études), ainsi que la validation d’un module de communication interculturelle enseigné en anglais. Dans le cadre de la création de l’université de Lille prévue en 2018, ce label sera accessible aux étudiants des établissements partenaires, et pourra être intégré à l’annexe descriptive au diplôme dite supplément au diplôme
The article explores the gap between policies and practices of integration of migrant children in Slovenian schools while rejecting the perception of integration as merely passive assimilation or ...simple one-way adaptation to the new social reality. The paper draws on secondary sources, interviews, and focus groups with members of the educational community as well as with (migrant) children. The lack of a holistic, standardized, systematic and long-term approach to the integration of migrant children in education in Slovenia leads to inconsistent and different ways schools and individual educational staff approach the integration process. We argue for the need for systemic changes to reduce the current gap between non-binding policies addressing the issue of integration of migrant children in education and practices in schools. Implementing the principle of intercultural education at all levels would contribute towards better intercultural awareness, competencies and skills, not only for teachers and educators but for everyone - children, youths and adults, who are all part of culturally diverse societies.
In South Africa the segregation laws of the apartheid years had an impact on contacts and interactions between cultural groups, which led to prejudice, intolerance and painful intercultural ...experiences. The influence of the past is still evident in present-day South African society, despite greater mobility between different cultural groups. This paper reports on four research studies that investigated how social work and the arts together can explore ways to facilitate contact between diverse groups that will lead to positive experiences. The aim of these studies was to create an opportunity to develop intercultural awareness through joint music-making in an attempt to address prejudice and intolerance. The paper will firstly discuss how a transdisciplinary approach can be utilised. Secondly, the paper posits that making music together is a way to assist diverse groups to explore their own cultural understandings, to 'hear the voices' of other cultures, and to move towards greater intercultural awareness that could enhance tolerance in a diverse society. Thirdly, the hermeneutical perspective will be presented as an aspect of the process to support the development of awareness between diverse groups. Concluding recommendations focus on how making music together can become a form of intercultural social work.
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Although the development of intercultural citizenship among university students has now been included as a key policy in international universities, pedagogical practices for promoting the awareness, ...understanding, and development of intercultural citizenship while studying abroad have reportedly been inadequate. To address this gap, this qualitative interview study 1) explores the perceptions of Thai and Chinese students enrolled in English-medium education programs on the development of intercultural citizenship and 2) identifies links between intercultural citizenship and English for students studying in international universities. The findings reveal that the participants generally had positive attitudes toward the concept of intercultural citizenship and agreed that living in a foreign country surrounded by individuals from diverse linguistic and cultural backgrounds made it more effective to learn about and promote awareness of intercultural citizenship compared to staying in their homelands. They further demonstrate that English proficiency levels, exposure to teaching methods before studying abroad, and regular on-campus and off-campus activities with international friends from different linguistic-cultural backgrounds are significant in enhancing intercultural citizenship competencies. Further, some implications in terms of the promotion of intercultural citizenship education through English are also proposed and discussed.
Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2021.1996595 .
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In 2017, the University of Groningen (UG) in The Netherlands and DePaul University in the USA (DePaul) connected undergraduate students in geography courses using an Online International Exchange ...(OIE) assignment involving videoconferencing. Whereas many international OIE projects are designed on joint alignment principles connecting similar courses and developing similar aims and assignments, this project had a cross-course setup with diverging learning outcomes. In the UG course, OIE was a pretravel activity primarily aimed at developing disciplinary skills. DePaul implemented OIE as an intercultural awareness assignment. Through reflection on the design process and thematic analysis of student reflections, we conclude that the OIE introduced students in the DePaul course to international perceptions and encouraged self-reflection, whilethe OIE stimulated disciplinary skills and introduced intercultural awareness to the UG course. Moreover, OIE stimulated cross-cultural project management skills, increasing awareness of differing educational and urban contexts and thereby training the students in global citizenship. Therefore, this cross-course OIE shows that adapting OIE design to local curricular needs using pre-existing courses can enhance and deepen disciplinaryspecific learning outcomes through cross fertilization, and may create unexpected new learning outcomes. This expands the potential application and benefits of OIE for the internationalization of higher education.
The aim of this paper is to highlight the validity of subtitling as a pedagogic tool which can have a significant impact on the improvement of various skills, ranging from translation to the ...acquisition of socio-cultural knowledge (Díaz Cintas 2008) and intercultural awareness. Specifically, it describes a didactic proposal based on the integration of interlingual subtitling into university general translation courses. The audiovisual materials used in the project include a variety of films and TV series, with a main focus on multilingual films. The didactic project was carried out with a class of language students who were asked to engage in subtitling activities involving specific translation problems, including the rendering of language diversity and variation (i.e. ethnolects, dialects, sociolects, accents, language varieties, idiolects, etc.), cultural references, slang and taboo language. Such multimodal translation tasks can improve students’ awareness of the role of the translator as a cultural mediator, while fostering the development of strategies related to audiovisual comprehension and audiovisual translation, promoting at the same time students’ intercultural awareness.
In the globalized era, the interaction between people from different cultures increases dramatically. This affects the way the English language is used, and how the language is taught at all levels ...of education. Regarding this, English language teachers are recommended to reconsider their current classroom practices in light of the above issue. One basic recommendation is to incorporate other cultural aspects besides just the American and British models commonly used today. However, research on developing learners’ critical ‘intercultural awareness’ (ICA) is rare in the literature, particularly regarding the use of asynchronous online discussion (AOD) at the Thai tertiary level. This study aimed to investigate the AOD use to develop critical ICA and to examine the effects of such AOD use on the learning of Thai students. Twelve ICA-enhanced AOD tasks were developed as instructional instruments. From these, research instruments were developed, including a pretest, a posttest, a self-reported questionnaire, and an in-depth interview. Two groups of Thai students with different English proficiency levels were selected to join the experiment, classified as a high proficiency (HP) group and a low proficiency (LP) group. After AOD implementation, their performances were assessed. Findings revealed improvements in the performances of both groups, with the mean posttest scores being higher in both groups, with the HP group demonstrating better performance. In addition to posttest scores, the participants provided positive perceptions of the AOD tasks, with no significant differences in the perceptions between groups. The interview responses revealed the students’ perceptions that the AOD tasks were challenging, but provided them with an opportunity to think critically about the culturally related questions. This study highlights the benefits of developing critical ICA in an ELT classroom with the AOD use, especially HP students, even though it may not work very well with LP students.
AbstractThe study examines the necessity of a sustainable research network for transformative education, focusing on the Postcrossing phenomenon to analyze cross-cultural dynamics through authentic ...postcards. A mixed-methods approach was used, including a Postcrossing postcard-based questionnaire and personality assessment. The results highlight a significant relationship between personality types and intercultural interpretation skills, particularly among iNtuitive Thinking and iNtuitive Feeling types. This research demonstrates the potential of utilizing Postcrossing in translation studies and educational psychology to promote personality-based intercultural awareness.
Catalyzing Cultural and Global Competencies Byker, Erik Jon; Putman, S. Michael
Journal of studies in international education,
02/2019, Volume:
23, Issue:
1
Journal Article
Peer reviewed
Open access
Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and ...agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article's theoretical frame for the investigation of the impact of this study abroad program. The study's participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States (N = 21). Using a mixed-methods research design, the study examined the participants' perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers' global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen. (HoF/text adopted).
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