The present study explores international teachers' identity in an intercultural context as manifested through their interpersonal behaviors. In this study with fourteen native speaker Chinese ...language teachers and one hundred and ninety-two students, survey and interview methods were used as primary sources of data, and classroom observations were stimuli for interviews. The findings reveal that overseas teaching experiences strengthen teachers' professional identity, although they also bring teachers tensions. The study demonstrates that the teacher-student relationship is a useful lens to explore and interpret teacher identity in an intercultural context. The findings not only highlight how pre-existing beliefs and working context influence teachers’ identity development but also illuminate the distinctions of identity among teachers with different interpersonal profiles.
Restorative justice tends to be a controversial issue. Millions of marginalized people across the planet who are in the vicious cycle of being underprivileged, have already lost any hope and sense of ...dignity, as they see unfairness in the justice system as well as in the socio-economic and political sphere of life. The concept of equality and equity add confusion as they are often mixed up and confused in their attempt to seek justice. The question is: what is the nature and significance of restorative justice? The misconception about restorative justice is one of the reasons for the lack of fulfilling this missional call. The reflection is done using the reformation framework, namely the framework involving creation, fall, redemption, and future consummation. Before the conclusion and recommendation, this article is set to discuss the nature, significance, scope, and role of the concept of restorative justice.
Contribution: This research deals with restorative justice as a missional call in the South African intercultural context and beyond. Both the lawmakers (and executors), and the underprivileged (and marginalized), need the way forward clarity and solution regarding the nature and the significance, scope, and role of the concept of restorative justice.
While research in speech act has received a lot of academic attention, how requesting strategies are performed in email communication among non-native speakers in a broader cultural context remains ...scarcely sufficient. This study investigates requesting strategies employed by non-native English-speaking students (i.e. Indonesians) to non-native English university professors (i.e. Japanese) through the medium of email. It further sought whether the strategies performed are different between low and high imposition requests. This study applied both qualitative and quantitative approaches using a corpus of 56 authentic emails. The data were analyzed using a modified version of the request strategies framework of Blum-Kulka et al.’s (1989) Cross-Cultural Speech Act Realization Project (CCSARP) contrived by Economidou-Kogetsidis (2011). The results show a pattern of different requesting strategies emerged in accordance with the imposition of the requests the students make. While Conventionally Indirect Strategy in the form of query preparatory is found to be favored when writing low imposition email requests, this strategy is not appeared to be preferred when students write high imposition requests. Instead, Indonesian students tend to employ a great deal of Hint Strategies and let the professors interpret their intention in the emails.
The article analyzes Y. Boyko-Blokhyn’s comparative model as an important integral concept element of Ukrainian emigre scholars comparative literary studies in the 1930s-1980s period (Y. ...Boyko-Blokhyn, M. Hnatyshak, S. Hordynsky, V. Derzhavyn, I. Kaczurowskyj, D. Chyzhevsky, Y. Sherekh and others). Approaches of the emigre scholar to literature comparative exploration are interpreted in the context of global comparative studies main trends, and placed against the views of the mainland comparative literary studies representatives. We clarified the distinguishing features of Y. Boyko-Blokhyn’s model, proved its multidimensional and multivector character, and ascertained comparatist attitudes relevance towards modern comparative literary studies, taking into account their development potential. This goes according to the purpose of the work and its tasks. This research applies advances in comparative historical analysis, methodology of both historic cultural and receptive aesthetic schools. Conceptual idea of the scholar shows his attention to contact-genetic relationship as well as typological similarities and differences. The author interprets functionality problem of inter-literary/ intercultural communication preeminently as a national literature stylistic development factor. The study reveals the interdisciplinary nature of Y. Boyko-Blokhyn’s works (with access to the realm of philosophy, psychology and cultural studies), and demonstrates his integration of contextual, intermedial and other approaches, which fundamentally enriched methodological tools of comparative literary studies. Reflections of Y. Boyko-Blokhyn on the problem of Slavic literatures comparative study, while witnessing the author’s inherent interest in national identity problem, emphasized and deepened research of Slavic, specifically East Slavic, literatures as a fundamental component of the European cultural space. They also substantiated the demand for changes in approach to study the East Slavic region, particularly historical and literary processes in Belarusian, Ukrainian, and Russian literatures. Scientist’s observations and conclusions, aimed at understanding Ukrainian literature in the European context, broaden drastically the idea of its peculiarity, with an emphasis on the features conditioned by its development (T. Shevchenko – G. Byron, R. Burns, J.W. Goethe, A. Dante, G. Leopardi, A. Mickiewicz, T. Moore, Novalis, S. Petőfi, W. Shakespeare, F. Schiller; I. Franko – G. Byron, E.T.A. Hoffmann, A. Chamisso; Lesya Ukrainka – G. Hauptmann, M. Maeterlinck, O. Wilde and others). The researcher traces occurrences of literary reception by the national literature of other nations artistic and aesthetic experiences at various levels of comparative poetics (themes, motives, style, etc.) Conclusion. We proved an important role of Y.Boyko-Blokhyn’s comparative model, who developed impactful traditions of national comparative literary studies of the second half of the 19th century – first third of the 20th century, and at the same time rethought (including through denial) western methodologies, in development not only of Ukrainian, but also of the global literature science as a whole. Insights and ideas of the emigre scholar, many of which were often ahead of his foreign colleagues ideas (A. Balakian, H. Bloom, U. Weisstein, D. Durishin, A. Popovich, H.R. Jauss and others), remain relevant even nowadays. Y. Boyko-Blokhyn’s approaches to comparative study of literatures in the world context with a special emphasis on the problem of national identity apparently acquired the utmost importance during the era of globalization. Similar logic of thinking is affine to those modern authors who insist to study first differences between national creative writings, which according to their deep conviction enrich and diversify the global cultural universe (A. Balakian, C.Bernheimer, E. Kaspersky, F. Toudoire-Surlapierre and others). In contrast to “cultural unification scenarios”, Y. Boyko-Blokhyn’s reflections which draw attention to different literatures/cultures polylogue phenomenon, their mutual understanding and enrichment, are based on the following fundamental thesis: “originality is a runner to commonality” (it is also of fundamental importance for formation of comparative literary history concept). It’s emblematic that the Ukrainian scientist back then strongly denied the position of R. Wellek and R.Warren, who absolutized the tendency to universalization of the global literary process. Instead, Y. Boyko-Blokhyn argued for study of national version of pan-European style (romanticism, realism, modernism), traditional plots and characters, and he also scaled out radically the influence range idea as a manifestation of literary reception, with an emphasis on its creative character (from influence as a repulsion to influence as an “activity stimulus”, “impulse for self-movement”). In fact, these reflections of Y. Boyko-Blokhyn anticipated approaches of those scholars who justified later the concept of active perception as opposed to passive influence, actualizing the role of recipient in the process of inter-literary communication (H.R. Jauss), thesis about the decisive role of the recipient literature (D. Durishin), interpretive theory – “fear of influence” (H.Bloom). Y. Boyko-Blokhyn’s conceptual thoughts about understanding the “reverse influences” problem, as well as related matter of contribution of each Slavic, in particular East Slavic, literature to the global cultural heritage, are extremely consonant with arguments that have been in the researchers’ focus even in these recent times (M. Boehmig, O. Pachlovska). In conclusion we can say that Y. Boyko-Blokhyn’s comparative model which is characterized by nation-centric orientation emphasizes fundamentally the prospects for further scientific research in historical, literary and comparative dimensions, first of all in projection of such methodologies inherent to modern comparative literary studies as imagology, theory of intertextuality and cultural transfer
TED talks are a relatively new genre, in which experts in different fields share their knowledge, ideas and experiences to large audiences. The talks are broadcasted worldwide, thus reaching ...international and intercultural spectators. Although public spoken language has been extensively studied in literature, TED talks present a new field of study, and are considered as a hybrid genre. It has been argued that, although similar in some ways, they differ from other oral discourse types, such as university lectures, in many aspects, such as the epistemic stance, the presentation of ideas, or the macro-discourse markers used (Caliendo and Compagnone, 2014). The utilization of emotion for triggering audience response is the foundation of the present study, aimed at examining the way speakers use emotions to involve spectators in their monologues, and exploring other strategies exploited to spark feedback, so that the most successful ones can be identified. The paper discusses the analysis of 120 TED talks from two different topics, business and education, taking a basic list of emotion words as a starting point, to continue examining how these emotion words and audiences intermingle by looking into laughter and applause, as the two identified forms of feedback. Results indicate that no significant differences can be found in the two subcorpora analyzed in terms of emotion words, the use of multiple humor strategies, and the acknowledgment of multicultural audiences on the side of the speakers.
The article is devoted to the current problem of modern linguodidactics, Russian language studies and linguoculturology - linguocultural concepts e-teaching in intercultural context on the material ...of the Russian language. The article deals with using information and communication technologies in teaching Russian as a foreign language in linguoculturological aspect. Methods of online learning Russian as a foreign language to Chinese students are offered. This study is based on methods of analytical description, systematization, generalization, comparative analysis, linguoconceptual and linguoaxiological analysis, e-learning. As the material of a research, Chinese and Russian aphoristic funds are used (more than 100 aphoristic statements containing lexemes friend , friendship , to be on friendly terms ). The article presents electronic educational teaching materials, which take into account students' specific communication competences formed in the process of studying Russian linguistic and cultural concepts in an intercultural context. Within the framework of a series of webinars (online seminars), the stages of axiological analysis of the concept friendship , verbalized in Chinese and Russian aphorisms, are revealed in the process of e-learning linguocultural concepts in an intercultural context by Chinese students studying Russian as a foreign language. The scientific novelty of the article lies in the fact that for the first time the article offers exercises for online teaching Russian as a foreign language with linguocultural concepts analysis in an intercultural context on the material of Chinese and Russian aphorisms. The article contributes to the development of linguoconceptology, linguoculturology, linguoaxiology, Russian language studies, methods of teaching Russian as a foreign language, e-learning in an intercultural context, and intercultural communication. The materials of the study can be used at classes on Russian as a foreign language, linguodidactics, intercultural communication, and translation theory and practice. The materials of the study could form the basis of an electronic textbook for teaching linguistic and cultural concepts in an intercultural context in the course of Russian as a foreign language.
RESUMEN: El artículo presenta resultados de una investigación que tuvo como propósito indagar, en las significaciones, respecto de la historia escolar y su enseñanza, que portan estudiantes Mapuches ...pertenecientes a las identidades territoriales Mapuche-Lafkenche (Tirúa) y Mapuche-pehuenche (Alto Biobío), en el contexto de su formación en el sistema escolar chileno. El estudio se realizó desde la metodología cualitativa con un diseño de estudio de casos, utilizándose como técnica de recogida de información el grupo de discusión. Los resultados evidencian una escasa valoración del sector de aprendizaje, débil significatividad de sus propuestas temáticas y presencia de conflictividad y discriminación en su enseñanza.
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