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Your search keyword '"Intercultural teaching"' showing total 4 results
Start Over Descriptor "Intercultural teaching" Topic intercultural communication
4 results on '"Intercultural teaching"'

1. Intercultural Competence and Pragmatics

Author

Schauer, Gila A.

Subjects
intercultural competence, pragmatic competence, intercultural teaching, intercultural communicative competence, L2 pragmatics, teaching of L2 pragmatics, intercultural competence in foreign language teaching, language and culture, intercultural skills, intercultural communication, communicative competence, intercultural competence in higher education, intercultural education, interlanguage pragmatics, ICC, IC, bic Book Industry Communication::C Language::CF linguistics::CFG Semantics, discourse analysis, etc::CFGA Semantics & pragmatics, bic Book Industry Communication::G Reference, information & interdisciplinary subjects::GT Interdisciplinary studies::GTC Communication studies, bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFD Media studies, bic Book Industry Communication::C Language::CB Language: reference & general, bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education
Abstract

This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics. While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills. This book will be of interest to language professionals, modern foreign language teachers and teacher trainers, as well as students and scholars of applied linguistics, pragmatics, and language education.

Published
2024
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2. Integrating Culture into Teaching EFL in General Education: A Context of Vietnam.

Author

Chau Thi Hoang Hoa

Subjects
GENERAL education, COMMUNICATIVE competence, CULTURAL competence, ENGLISH as a foreign language, CONVERSATION method (Language teaching), CRITICAL thinking
Abstract

This action research study aims to test the feasibility of applying an intercultural language learning and teaching model (IcLLT) to teaching EFL in general education in Vietnam through teachers’ and students’ responses to two trial lessons. The IcLLT model of “construction”, “connection”, “interaction”, “reflection”, and “extension” is developed to foster students’ intercultural competence by invoking their engagement in social interaction and critical cultural reflection. As shown in observations and students’ evaluation sheets, the intercultural language activities in IcLLT lessons could engage the students in activating prior knowledge, comparing culture, talking about cultural issues, and participating in intercultural communication. However, they were not able to reflect on their intercultural perspectives in oral interaction as much as in their writing. In parallel, the teacher agreed that the activities requiring students’ reflection were most challenging and the other three steps of “construction”, “connection”, “interaction” could be conducted in relevance to three-stage Communicative Language Teaching (CLT) skill lessons of Pre-While-Post. The IcLLT is applicable to teach integrated skill CLT lessons with culture-specific input if intercultural objectives are added and relevant intercultural language activities with more focus on students’ intercultural interactions and critical reflection are conducted. Hence, IcLLT could be recommended as a supplementary approach to integrating culture into EFL teaching to build students’ intercultural communicative competence, which is considered a critical part of the new educational reform in general education in Vietnam. [ABSTRACT FROM AUTHOR]

Published
2020
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3. ZUR ROLLE DER LEHRENDE ALS INTERKULTURELLE VERMITTLER IM DAF-UNTERRICHT.

Author

Janku, Marisa and Kërçiku, Xhesjana

Abstract

Copyright of Polissema is the property of Polissema and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2020

4. Relationship as a space 'in between'. A transcultural and transdisciplinary approach to academic teaching mediated by dialogue

Author

Mangano, MARIA FLORA

Subjects
transdisciplinarity, Basarab Nicolescu, academic teaching, transdisciplinary teaching, Settore M-FIL/03 - Filosofia Morale, philosophy of dialogue, discipline, culture, interdisciplinary dialogue, Settore M-PED/01 - Pedagogia Generale e Sociale, reciprocity, interdisciplinarity, interdisciplinary teaching, transcultural teaching, space of relationship, intercultural dialogue, Dialogue, relationship, Martin Buber, intercultural teaching, intercultural communication, communication of scientific research, intercultural philosophy
Abstract

This study aims to propose a transcultural and transdisciplinary approach to academic teaching mediated by dialogue. It focuses on a transcultural and transdisciplinary perspective, rather than on the two as separate, thus on the approach to cultures and disciplines together. In particular, it presents the approach to academic teaching on the basis of the relationship among cultures and disciplines, moreover, among, across and beyond cultures and disciplines. They are the meanings of the Latin prefix trans, of ?transcultural? and ?transdisciplinary?, according the perspective of transdisciplinarity, proposed by Basarab Nicolescu, contemporary Romanian physicist and philosopher, to which this study refers. Furthermore, this research is focused on the relationship in terms of ?a space of relationship? among, across and beyond cultures and disciplines. This space is provided by dialogue, according the perspective of the philosophy of dialogue, a branch of contemporary Anglo-European philosophy founded by Martin Buber. This study describes the application of the transdisciplinary perspective to academic teaching mediated by the philosophy of dialogue. This implies the investigation of dialogue as a space of relationship, rather than for relationship among, across and beyond cultures and disciplines. In this perspective, dialogue and relationship may become the same, as they are linked to each other, thus, this proposed approach to teaching aims to explore also the reciprocity between dialogue and relationship. The proposal of a transcultural and transdisciplinary approach mediated by dialogue at the basis of this study is investigated mainly through academic teaching. In particular, during this doctoral program, thus between 2014 and 2016, I documented teaching experiences with this approach in two contexts: courses on transcultural dialogue with undergraduates drawn from different cultures while on an Italian philosophical-theological faculty (the ?St. Peter's Philosophical-Theological Institute? of Viterbo, Italy), and courses on the communication of scientific research (CSR) for young scientists drawn from different disciplines and cultures at invitation of Italian (the universities of Brescia, Milan and Viterbo) and Czech (the University of West Bohemia of Pilsen) universities. This approach to teaching seems rarely investigated, as I did not find indications in prior literature of a similar perspective, with the exception of a few notes on teaching materials for a transcultural approach or for a transdisciplinary one, but these perspectives are not explored together. A trace of the need for applying a transdisciplinary and transcultural approach to knowledge, according to the vision suggested by Nicolescu appeared recently, but not in relation to academic education, nor referring to the possible reciprocity between them. Therefore, this approach to teaching is presented in detail: the study describes each course of the two contexts (chapter 2) and the findings (chapter 3) drawn from the students? feedback and their contributions to this proposal. The analysis of the findings may provide evidence of this approach, and suggests its possible implications in teaching (chapter 4), and also beyond the academic context. The additional aim of this study, in fact, is to consider dialogue as a space of relationship among, across and beyond cultures and disciplines which may be applied, far more broadly, to everyday life.

Published
2017
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