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In the socio-educational context of schools in the urban perimeter of Boa Vista/Roraima, the prevalence of educational practices still based on homogenizing visions about the diversity and sociocultural plurality present in the Amazonian context is apparent. The public institutions of basic education located in Boa Vista are spaces made up of students of different origins and ethnic groups: native indigenous people and those from other countries, people from Roraima and migrants from other national states, foreigners, such as Venezuelans, Guyanese, Peruvians and Haitians, for example. example. In this universe, the following problem is investigated: What are the contributions of teaching work to the learning of indigenous students in urban state schools in Boa Vista/RR, from a teaching practice based on the intercultural perspective? The research was based on the theoretical assumptions of Critical Discourse Analysis (CDA), by Norman Fairclough. The study corpus came from educational institutions, research participants, sampling by categories, followed by data analysis. The results showed that, in these spaces, an effort emerges in search of effectiveness in continuing teacher education, with a focus on interculturality. In learning, a fragile intercultural pedagogical practice was found in the teaching-learning process of indigenous students in an urban context.

The goal of the paper is to present the effects of the course development resulting in changes in critical media literacy. The first part of the paper outlines the academic sources supporting the course development of media studies in the context of intercultural teaching. After this section, details of perceptual feedback research and its mixed methodology are available. According to the findings, critical media literacy of students has been improved due to the academic social media sources in analysis, regional case studies in an intercultural context, and fact check techniques in news consumption. The ultimate result was a deeper understanding of the values behind media freedom. Moreover, the level of knowledge in historical and political fields has increased, and the ethnocentric perspective has collapsed as the interculturalenvironment. The closing section of the paper summarizes the key findings and the contribution to the course developments with recommendations. The main message of the study is the importance of the case study based on the intercultural and historical approach in media studies to improve critical media literacy in higher education., Celem artykułu jest przedstawienie efektów rozwoju kursu, które zaowocowały zmianami w zakresie krytycznej umiejętności korzystania z mediów. W pierwszej części artykułu przedstawione zostały źródła naukowe wspierające rozwój kursu medioznawstwa w kontekście nauczania międzykulturowego. Po tej części dostępne są szczegóły dotyczące badania percepcyjnego sprzężenia zwrotnego i jego mieszanej metodologii. Zgodnie z wynikami, krytyczna umiejętność korzystania z mediów przez studentów została poprawiona dzięki naukowym źródłom mediów społecznościowych w analizie, regionalnym studiom przypadków w kontekście międzykulturowym, oraz technikom sprawdzania faktów w konsumpcji wiadomości. Ostatecznym rezultatem było głębsze zrozumienie wartości stojących za wolnością mediów. Ponadto, poziom wiedzy w dziedzinie historii i polityki wzrósł, a etnocentryczna perspektywa załamała się w międzykulturowym środowisku. W końcowej części artykułu podsumowano kluczowe ustalenia oraz wkład w rozwój kursu wraz z rekomendacjami. Głównym przesłaniem badania jest znaczenie studium przypadku opartego na międzykulturowym i historycznym podejściu w studiach nad mediami dla poprawy krytycznej umiejętności korzystania z mediów w szkolnictwie wyższym.

Syftet med studien är ge ett kunskapsbidrag om hur några gymnasielever upplever att deras flerspråkighet inkluderas i svenskundervisningen för att främja språkutvecklingen. För att uppnå syftet har följande frågor besvarats: Hur upplever de inrikes- och utrikesfödda eleverna sin flerspråkighet och hur talar de om sin flerspråkighet? Vilka språkliga aspekter upplever de inrikes- och utrikesfödda eleverna påverkar inlärningar av det svenska språket? Hur upplever de inrikes- och utrikesfödda eleverna att deras flerspråkighet tas tillvara i svenskundervisningen? Studien tar sin utgångspunkt i den sociokulturella teorin där språket har en viktig funktion för elevernas inlärning. Undersökningen bygger på självrapporter och intervjuer i fokusgrupper. Studien inleds med en förundersökning där självrapporterna inhämtar förkunskaper och bakgrundsinformation om eleverna medan intervjuerna utgör den material som presenteras i resultatet. Det innebär att intervjuerna har en framträdande roll i studien. I resultatet framgår det att elevernas flerspråkighet är både en resurs och ett hinder i svenskundervisningen. Vidare synliggörs det i studien att ordförrådet och grammatiken är de främsta faktorerna som påverkar elevernas språkutveckling. Enligt eleverna blir de mer engagerade och motiverade till att lära sig svenska när deras flerspråkighet tas tillvara i undervisningen. Det innebär att elevers flerspråkighet främjar språkutvecklingen. The aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.

Durante il percorso di ricerca, che presentiamo come esempio di integrazione tra metodi quantitativi e qualitativi, abbiamo supportato 79 insegnanti (docenti tutor) nella progettazione di azioni di miglioramento rivolte a studenti stranieri ma, soprattutto, ai loro insegnanti (114 docenti di 33 scuole siciliane), mediante azioni di coaching mirate ad una diffusione di pratiche di didattica interculturale efficaci e innovative. Siamo partiti dal presupposto che non è possibile ipotizzare solo procedure di ricerca che semplifichino tale complessità (procedure presenti nelle ricerche di tipo quantitativo), e rendano difficile l’individuazione di diversi piani di lettura delle situazioni educative, ma è necessario far emergere prospettive nuove e non previste che possono essere individuate applicando metodi di ricerca di tipo qualitativo. This study presents an example of integration between quantitative and qualitative methods. We supported 79 teachers (tutor teachers) in the design of improvement actions aimed at foreign students but, above all, their teachers (114 teachers from 33 Sicilian schools ), through coaching actions aimed at disseminating effective and innovative intercultural teaching practices. We started from the assumption that it is not possible to hypothesize only research procedures that simplify this complexity (procedures present in quantitative research), and make it difficult to identify different levels of reading of educational situations, but it is necessary to bring out new and not foreseen that can be identified by applying qualitative research methods.

Intercultural learning is an aspect in all matters of teaching, including civics. Although it is not specified “how” intercultural learning should be included or defined in civics. In the curriculum LGR 11 for the elementary school the concept of intercultural learning is explicitly included but in GY 11 for the upper secondary school its excluded, at least explicitly. Furthermore, there is ambiguities about the definition of intercultural teaching. Although tolerance, equality, and social justice are aspects that intercultural teaching strives to develop. In relation to the report ICCS 2016 attributes such as tolerance, values and understanding norms in other cultures indicated to be somewhat lacking in students, attributes that intercultural learning is supposed to develop. The purpose of this master thesis is to interview upper secondary school teachers in civics about their perception of intercultural learning, in what ways intercultural learning occurs in teaching and how the teachers perceive support for intercultural learning in GY 11. To study this, I have used semi-structured interviews. Their answers were later analysed through three theoretical aspects based on Lahdenperäs (2004) definition of intercultural learning. These are student-active and experience-based teaching, culture contrastive perspective and emotionally process one’s own ethnocentrism. The result show that intercultural learning is unusual when the interviewed teachers reflect upon their teaching planning. The teachers did not or only barely understood the concept of intercultural learning. After the interviews were analysed, it showed a mixed result about how teachers reflect and understand intercultural learning and how they include it in their teaching. Sometimes the teachers mentioned aspects that indicate the use of intercultural learning and at other times responses indicated otherwise, even aspects that intercultural learning is supposed to oppose. Perceived support about intercultural teaching in the curriculum GY 11 deemed to be somewhat lacking and could be improved upon. Although the teachers mentioned that it might be difficult to include more aspects in the curriculum due to the overload in work it might cause. The results also showed that intercultural teaching might be an area to study further upon because of the interesting reflections by the teachers, that might aid the understanding of how intercultural teaching could be included in teaching. Interkulturellt lärande är en aspekt som ska ingå i all undervisning, däribland i samhällskunskapsdidaktiken men hur det ska inkluderas och definieras är inte tydligt. I läroplanen LGR 11 finns interkulturellt lärande explicit inkluderat, dock i GY 11 saknas begreppet trots att det är ett ämne som ska inkluderas i all undervisning. Interkulturellt lärande är ett otydligt, brett begrepp som det råder osäkerheter kring i forskning. Interkulturellt lärande ska dock inkludera moment som utvecklar kunskaper kring tolerans, social rättvisa, jämlikhet med elevers olika erfarenheter och utbytet av perspektiv. I relation med egenskaperna interkulturellt lärande ska utveckla så kan betydelsen av interkulturellt lärande ställas mot ICCS 2016 som visade brister hos elevers kunskaper inom områden berörande tolerans, värderingar och normer. Examensarbetets syfte är att ta reda på aktiva samhällskunskapslärares uppfattningar om interkulturellt lärande, hur lärarna inkluderar det i sin undervisning och vilket uppfattat stöd i GY 11 erbjuder, genom semistrukturerade intervjuer. Svaren analyseras med hjälp av tre teoretiska aspekter skapade genom Lahdenperäs (2004) definition av begreppet interkulturellt lärande. Dessa utgångspunkter är: Studentaktiv och erfarenhetsbaserad undervisning, kulturkontrastivt perspektiv och känslomässig bearbetning av sin egen etnocentrism. Resultatet visar att interkulturellt lärande är ett ovanligt begrepp att ta hänsyn till i samhällskunskapsundervisningen. Endast en av lärarna kände till begreppet ”interkultur” och kunde ge en generell förklaring av dess definition, dock inte ”interkulturellt lärande”. Analysen visar ett blandat resultat över huruvida lärare reflekterar kring interkulturellt lärande i undervisning. Samtliga lärare gav respons som indikerar på att de emellanåt hade aspekter som berör interkulturellt lärande dock samtidigt gavs aspekter som interkulturellt lärande ska motverka såsom bearbetningen av etnocentrism. Upplevt stöd från läroplanen om interkulturellt lärande kan utvecklas, då det ansågs som ett viktigt ämne men att det finns annan problematik, såsom tidsbrist för ytterligare tillägg i undervisningen. Dock utifrån analysen kunde en slutsats dra att det är ett område som är av värde att studeras vidare inom då intressanta uppfattningar av lärarna visade på faktorer som kan vara användbart i reflektioner om interkulturellt lärande i undervisning.

Submitted by Lídia Ogando (txaiogando@hotmail.com) on 2022-07-20T01:59:11Z No. of bitstreams: 1 Dissertação Lidia Ogando.pdf: 1864883 bytes, checksum: e3e26275a9730c5cff2a977d03b90033 (MD5) Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2022-07-29T18:23:19Z (GMT) No. of bitstreams: 1 Dissertação Lidia Ogando.pdf: 1864883 bytes, checksum: e3e26275a9730c5cff2a977d03b90033 (MD5) Made available in DSpace on 2022-07-29T18:23:19Z (GMT). No. of bitstreams: 1 Dissertação Lidia Ogando.pdf: 1864883 bytes, checksum: e3e26275a9730c5cff2a977d03b90033 (MD5) Previous issue date: 2020-07-06 Esta dissertação de mestrado, que está situada na Área de Linguística Aplicada, tem como principal objetivo abordar a história e o legado da Espanha como país de emigrantes para o Brasil durante o século XX e como país receptor de imigrantes da África na atualidade, com o propósito de verificar se e de que maneira este tema contribui para o ensino de língua espanhola em contexto brasileiro. Para isto, a pesquisa seguiu os princípios da pesquisa qualitativa e de cunho etnográfico, através de reflexões sobre o comportamento dos alunos e a construção de conhecimentos em sala de aula durante a aplicação de uma Unidade Didática, que puderam ser verificados a partir da análise de questionários que compuseram o corpus da pesquisa. A cidade de Salvador recebeu um grande fluxo de imigrantes espanhóis, em sua maioria, galegos. Como professora de espanhol, parece-me relevante abordar o tema da imigração espanhola para o Brasil (Salvador) nas aulas de língua espanhola a partir de uma abordagem intercultural, visto que é uma oportunidade de oferecer aos aprendizes um conhecimento do universo estrangeiro feito a partir do estabelecimento de diálogos com sua realidade sociocultural. Ademais, assim como os professores de espanhol, os alunos precisam ter conhecimentos das culturas em língua espanhola, o que inclui também conhecer os processos históricos ocorridos. Atualmente, a Espanha vem recebendo um grande fluxo de imigrantes, dentre eles, refugiados, tornando-se a principal porta de entrada para a Europa. Apesar de abordar este tema no que diz respeito à Espanha, este é um assunto atual e que está presente na maioria dos países, fazendo-se necessário tratar questões sobre imigração, também, para abrir espaço ao diálogo sobre cidadania universal e os problemas ocasionados pela dita globalização. A partir dos dados analisados, foi possível confirmar que os aprendizes não conheciam o tema e apresentaram algumas construções estereotipadas, além disso, foi perceptível a construção de novos conhecimentos de modo significativo. É evidente que chamar a atenção sobre a temática é relevante, dado que, como professores, é necessário provocar reflexões críticas nos nossos alunos para que possam agir de forma mais ativa e responsável na sociedade This master's thesis, which is located in the Applied Linguistics Area, it has as main objective to show the history and legacy of Spain as a country of emigrants to Brazil during the 20th century and as a receiving country for immigrants from Africa today, with the examination proposal if this theme contributes to the Spanish language teaching in a Brazilian context. For this, the research followed the principles of ethnographic and qualitative research, through reflections on the students' behavior and the construction of knowledge in the classroom during the application of a Didactic Unit, which could be verified from the analysis of questionnaires that made up the research corpus. The city of Salvador received a large flow of Spanish immigrants, mostly Galicians. As a Spanish teacher, it seems to me that the theme of Spanish immigration to Brazil (Salvador) is relevant in Spanish language classes from an intercultural approach, since it is an opportunity to offer learners a knowledge of the foreign universe made from establishing dialogues with their socio-cultural reality. Furthermore, just like Spanish teachers, students need to have knowledge of Spanish language cultures, which also includes the knowledge of historical processes that occurred in the past. Currently, Spain has been receiving a large influx of immigrants, including refugees, becoming the main gateway to Europe. Despite showing this topic in relation to Spain, this is a current issue and that is present in most countries, and it is necessary to manage issues of migration, also to open space for dialogue on universal citizenship and problems caused by said globalization. From the analyzed data, it was possible to confirm that the students did not know the theme and presented some stereotyped constructions, in addition, it was noticeable the construction of new knowledge in a meaningful way. It is evident that pay attention about the theme is relevant, shows that as teachers, it is necessary to raise critical reflections in our students so that they can behave more actively and responsibly in society.

Završni rad pod naslovom „Socijalna distanca prema djeci strancima“ daje pregled problematike socijalne distance prema pripadnicima različitih etničkih grupa, u ovom slučaju djece. Poseban naglasak stavljen je na značaj interkulturalne kompetencije te poučavanje pojma interkulturalizma u okviru ustanove ranog i predškolskog odgoja i obrazovanja. Također, ističe se važnost vrijednosti i načela za koja se zalažu suvremeni dokumenti odgoja i obrazovanja, kao čimbenika koji, u svojoj najvećoj mjeri, potiču uvođenje interkulturalizma u okvire vrtićkih struktura. Na primjeru istraživanja predrasuda te etničke i socijalne distance iz perspektive djece, konkretno, na primjeru romske djece u Hrvatskoj, imigrantskih skupina djece u Dublinu te iranske djece rođene u Švedskoj, dobivamo uvid u važnost implementacije interkulturalne kompetencije u rani odgoj i obrazovanje, sa ciljem sprečavanja navedenoga., The topic of the final work “Social distancing towards children who comes from different countries and culture” gives an overview of worldwide problematic topic, about social distancing amongst children of different ethnic groups. Special point is on intercultural competition and teaching about interculturalism in kindergartens. Also, this topic points values and principles in the approach of documents which promotes interculturalism in upbringing and education in kindergartens. Evidence of many studies in the region, gives us clear overview why and how comes towards social distancing among different groups in Croatia.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2020-06-03T22:51:04Z No. of bitstreams: 2 Wânia Cristiane Beloni.pdf: 39428179 bytes, checksum: f53a451676ce744e0dcfb29b9667921a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2020-06-03T22:51:04Z (GMT). No. of bitstreams: 2 Wânia Cristiane Beloni.pdf: 39428179 bytes, checksum: f53a451676ce744e0dcfb29b9667921a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-02-07 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Questa ricerca si occupa dell'insegnamento della Lingua Italiana (LI) come Lingua Straniera (LS), a Cascavel/PR, dalle nozioni di Sociolinguistica Variacionista e Interazionale, articolata in studi di Linguistica Applicata (LA). L'obiettivo principale di questa tesi è quindi quello di dimostrare la necessità di considerare le diversità linguistiche, l'eterogeneità culturale e l'identità etnica della comunità cascavelense nelle classi di lingua italiana. La ricerca nasce da un'osservazione: l'italiano insegnato come lingua straniera non è lo stesso portato dagli immigrati al Brasile e dal colono del fronte meridionale, per il comune paranaense, e dal concetto che un oratore competente è colui che comprende e non stigmatizza gli indizi di contestualizzazione di una data cultura. Basati su Gumperz (1998), Erickson (2001), Bortoni-Ricardo (2008), tra gli altri studiosi, consideriamo la rilevanza della ricerca sul campo, che è stato fatto attraverso interviste individuali, con uno script semi-diretto. Abbiamo intervistato 24 persone, 18 studenti e sei insegnanti, distribuiti in diverse aree di insegnamento a Cascavel, per dimostrare, anche, la diffusione della lingua nella città e le sue peculiarità. Quindi, scopriamo che la ricerca dell'apprendimento dell'italiano è fatta principalmente da discendenti italiani, che cercano di riaffermare i confini etnici attraverso lo status della lingua italiana. Possiamo anche notare la diffusione di stereotipi in relazione all'italianità e in diversi momenti della ricerca la mancanza di sviluppo della competenza sociolinguistica e socioculturale della comunità. Ci rendiamo conto, quindi, che l'incomprensione sul comportamento culturale genera più credenze e atteggiamenti negativi nei confronti delle culture italiana e discendente italiana. A questo proposito, proponiamo discussioni e riflessioni sulla comprensione interculturale e gli indizi di contestualizzazione nella parlata dello straniero, così come Hymes (1967), Certeau (1995), Gumperz (1998), Semprini (1999), Hall (2006), tra gli altri, osservano comunità di diverse etnie. Conoscere le varietà linguistiche e culturali, la lingua madre di molti studenti o dei loro genitori e / o nonni, ed anche alcuni tipi di comportamento, è quindi una necessità in questo contesto. In questo senso, comprendiamo l'importanza di consentire allo studente di conoscere la storia dei suoi antenati e / o della sua lingua madre, come sottolinea Spinassè (2011) quando dice che gli studenti più consapevoli della propria lingua madre hanno maggiori probabilità di apprendere altre varietà. In questo modo, lo studente di italiano potrà affrontare i pregiudizi e comprendere le differenze tra la lingua italiana e la propria lingua madre o di eredità. Così, lo studente, discendente di italiani o no, sarà in grado di imparare a rispettare sia la lingua che la cultura e il comportamento dell'altro. Vi presentiamo, alla fine, come uno dei risultati, quattro proposte didattiche basate sull'approccio socio(inter)comunicativo per l'insegnamento della lingua italiana in contesto degli immigrati e dei loro discendenti. This research approaches the teaching of Italian as a foreign language in Cascavel, Parana State, Brazil, by using notions of Variationist and Interactional Sociolinguistics along with Applied Linguistics (AP). This thesis is mainly aimed at the need to consider the linguistics variations, the cultural heterogeneity, and the ethnic identity in the teaching of Italian classes in the city of Cascavel, in southern Brazil. This study emerges from the observation and interpretation of the fact that Italian taught as a foreign language is neither the same Italian which was brought by immigrants to Brazil nor the one the former Italian immigrants from other regions in the south of Brazil countryside brought to Cascavel. It also emerges from the perspective that a competent speaker of a language is who understands, and does not stigmatize, the cues of contextualization in determined culture. Based on Bortoni-Ricardo (2008), Gumperz (1998), and Erickson (2001), among other researchers, this study shows the importance of the field investigation by using semi-structure interviews to collect data. In order to show the expansion of Italian language, as well as its particularities, 24 people were interviewed. From those, 18 were students, and 6 were teachers who work in different educational institutions in Cascavel. It was, then, assumed that the Italian language students were, especially, the ones who descended from Italian immigrants, and who also wanted to reinforce their ethnic origins through the status which the Italian language might give to them. It is also noted the expansion of some stereotypes attributed to the Italian culture, and in several stages of this research, the lack of sociolinguistic and sociocultural competences. Therefore it might be assumed that the misunderstanding of cultural behaviors generates negative attitudes and beliefs, both related to the Italian and Italian- descendant’s culture. It is suggested a reflective discussion about the intercultural comprehension and about the foreigners` speech contextualization, as Gumperz (1998), Hymes (1967), Hall (2006), Simprini (1999), Certeau (1995), among others who study different ethnic communities suggest. Learning about linguistic and cultural variations, about many learners` or their parents and grandparents` mother language, and also about some kinds of behaviors ends up being a need into this context. Thus, it is understood the importance to enable learners to know their ancestors` history and mother language, as Spinasse (2011) encourages when he states that learners who are more aware of their mother language seem to learn other varieties more efficiently. Another consequence of it is that Italian learners might know how to deal with prejudice and how to understand the differences between the language and their own mother or inherited language more effectively. In conclusion, it is presented, as one of the results, four didactic practices based on the socio(inter)communicative approach for the Italian teaching context of immigrants and their descendants. Esta pesquisa aborda o ensino de Língua Italiana (LI) como Língua Estrangeira (LE), em Cascavel/PR, a partir das noções da Sociolinguística Variacionista e Interacional, articuladas a estudos da Linguística Aplicada (LA). O objetivo principal desta tese é, portanto, demonstrar a necessidade em considerar as diversidades linguísticas, a heterogeneidade cultural e a identidade étnica da comunidade cascavelense nas aulas de língua italiana. A pesquisa surge a partir da constatação de que o italiano ensinado como língua estrangeira não é o mesmo trazido pelos imigrantes ao Brasil e pelo colono de frente sulista, para o município paranaense, e pela noção de que um falante competente é aquele que entende e não estigmatiza as pistas de contextualização de determinada cultura. Com base em Gumperz (1998), Erickson (2001), Bortoni-Ricardo (2008), entre outros estudiosos, consideramos a relevância da pesquisa de campo, a qual foi realizada por meio de entrevistas individuais, com um roteiro semidirigido. Entrevistamos 24 pessoas, sendo 18 alunos e seis professores, distribuídos em diferentes âmbitos de ensino em Cascavel, para demonstrarmos, também, a difusão do idioma na cidade e suas particularidades. Verificamos que a procura pelo aprendizado do italiano é feita, principalmente por italodescendentes, os quais buscam reafirmar as fronteiras étnicas por meio do status da língua italiana padrão. Podemos notar, assim, a difusão de estereótipos em relação à italianidade e em diversos momentos da pesquisa a falta de desenvolvimento da competência sociolinguística e sociocultural da comunidade. Percebemos, portanto, que a incompreensão sobre comportamentos culturais acaba gerando crenças e atitudes negativas em relação às culturas italiana e italodescendente. Nesse aspecto, propomos discussões e reflexões sobre a compreensão intercultural e as pistas de contextualização na fala do estrangeiro, assim como Hymes (1967), Certeau (1995), Gumperz (1998), Semprini (1999), Hall (2006), entre outros observam em comunidades de etnias diferentes. Logo, conhecer as variedades linguísticas e culturais, a língua materna de muitos alunos ou de seus pais e/ou avós, e também alguns tipos de comportamento, acaba sendo uma necessidade nesse contexto. Nesse sentido, compreendemos a importância de possibilitar ao estudante o conhecimento da história de seus antepassados e/ou sua língua materna, conforme Spinassè (2011) evidencia quando diz que alunos mais conscientes da própria língua materna têm mais facilidade para aprender melhor outras variedades. Dessa forma, o estudante de italiano poderá saber como enfrentar preconceitos e compreender as diferenças entre a língua padrão e a própria língua materna ou de herança. Assim, o aluno, italodescendente ou não, terá a possibilidade de aprender a respeitar tanto a língua quanto a cultura e o comportamento do outro. Apresentamos, por fim, como um dos resultados, quatro propostas didáticas pautadas pela abordagem socio(inter)comunicativa para o ensino de língua italiana em contexto de imigrantes e seus descendentes.

Lehrpersonen benötigen interkulturelle Lehrkompetenzen, um mit der zunehmenden ethnisch-kulturellen Heterogenität der Lernenden in den Schulklassen umgehen zu können. Im Rahmen der vorliegenden Forschungsarbeit wird im Studiengang Wirtschaftspädagogik der Universität St. Gallen, in dem zukünftige Wirtschaftspädagoginnen und -pädagogen und Lehrpersonen für Wirtschaft und Recht an Berufsfach- und Maturitätsschulen ausgebildet werden, ein Unterrichtsarrangement zur Förderung interkultureller Lehrkompetenz entwickelt und erprobt. Die Arbeit verfolgt nach dem Paradigma einer gestaltungsbasierten Forschung (engl.: Design-Based Research) das Ziel, einerseits eine innovative Praxislösung zu entwickeln, andererseits sollen Gestaltungsprinzipien hergeleitet werden, welche die lehrmethodische Gestaltung eines interkulturellen Lehr-/Lernkonzepts in einem breiteren Bildungskontext anleiten können. Ausgangspunkt der Arbeit bildet eine vertiefte Auseinandersetzung mit der Forschungsliteratur zur Bedeutung der ethnisch-kulturellen Heterogenität der Lernenden für die Sekundarstufe II, wobei pädagogische Handlungsfelder identifiziert werden, die von der Lehrperson spezifische interkulturelle Lehrkompetenzen verlangen. Im Anschluss wird das Zielkonstrukt 'Interkulturelle Lehrkompetenz' weiter analysiert und für die Entwicklung eines interkulturellen Unterrichtsarrangements operationalisiert. Zusätzlich werden aus dem Entwicklungsmodell interkultureller Sensibilität von Bennett sowie anhand weiterer Erkenntnisse aus Theorie und Empirie Gestaltungsannahmen hergeleitet, welche die methodisch-didaktische Gestaltung des interkulturellen Unterrichtsarrangements anleiten. Unter Berücksichtigung der spezifischen Kontextbedingungen wird ein Prototyp des interkulturellen Unterrichtsarrangements entwickelt, der in zwei Lehrveranstaltungen des Studiengangs Wirtschaftspädagogik der Universität St. Gallen erprobt wird. Die Evaluationsmethoden umfassen eine Vielzahl von qualitativen und quantitativen Instrumenten und erlauben die Weiterentwicklung des Unterrichtsarrangements sowie eine Evaluation der Brauchbarkeit und Relevanz der einzelnen Gestaltungsprinzipien., Teachers need intercultural teaching skills to cope with the increasing ethnic-cultural heterogeneity of learners in the classroom. In the context of the present research work, a curriculum for the promotion of intercultural teaching competence is developed for the Pre-service teacher education at the University of St. Gallen, in which future teachers for business administration, economics and law are trained. Based on the paradigm of design-based research, the aim of the work is to develop an innovative practical solution on the one hand, and on the other hand to derive design principles that offer guidelines for the methodological design of intercultural teaching concepts in a broader educational context. The starting point of the work is an in-depth discussion of the research literature on the importance of ethnic-cultural heterogeneity for the secondary II education level by identifying pedagogical fields of action that require the teachers to have specific intercultural teaching competences. Afterwards the goal construct 'Intercultural teaching competence' is further analyzed and operationalized for the development of an intercultural teaching arrangement. In addition, design assumptions are derived from Bennett's development model of intercultural sensitivity as well as further insights gained from theoretical and empirical studies, which guide the methodological-didactic design of intercultural teaching arrangements. Taking into account the specific contextual conditions, a prototype of the intercultural teaching arrangement is developed and tested in two Pre-service teacher education courses at the University of St. Gallen. The evaluation methods comprise a multitude of qualitative and quantitative instruments and allow the further development of the teaching arrangement as well as an evaluation of the usefulness and relevance of the individual design principles.

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.