Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

Beyond the Script

This chapter begins by reviewing the basic principles of teaching English for specific purposes (ESP) and argues that ESP has been characterized by an instrumental focus on equipping language learners to function in largely predictable and generalizable situations that involve learners mastering predictable genres or “scripts.” However, at more advanced levels of instruction, learners need also to develop the expertise and attitudes that enable them to function in less predictable situations, drawing creatively on their language resources to do so. This chapter argues that aspects of intercultural communicative competence (ICC) align closely with the expectations and curricular goals of reflective practice across a range of professions. Drawing on discussions of ICC, as well as on the model of “narrative medicine” in healthcare, this chapter offers a framework and suggests practical techniques for teaching language and critically reflective practices in one professional domain, that of tourism and hospitality.

Intercultural Pragmatics as Part of Intercultural Education for Teachers

Intercultural education, as an idea to understanding and respect other cultures, has been suggested as an important element of educational endeavor across the curriculum for primary and secondary schools in many countries worldwide, including Poland. If such key elements of intercultural education, as knowledge of other cultures, skills of negotiating meaning, or the attitude of tolerance and openness are to become the new goals in language education, it is incumbent on teachers and, first and foremost, on teacher trainers to be interculturally aware themselves before they can introduce the dimension into their foreign language classes. Thinking specifically about teaching intercultural pragmatics, that is acting with words in an intercultural context, neither the core curriculum nor the coursebooks provide sufficient encouragement and guidance for foreign language teachers.

The Hemispheres Connection

In the chapter, the authors present the organization of two telecollaborative projects involving Brazilian and international students—the Rio-Warsaw Connection and the Natal-Davis Connection—and how they merged to become an even bigger project, connecting students across four continents: The Hemispheres Connection. They hope that the narrative of their specific experiences will add to the growing literature on telecollaborations and that it will offer guidance and encouragement to those considering embarking on a similar adventure.

Mobilizing Essentialist Frameworks in Non-Essentialist Intercultural Training

By and large, culture has been approached from two widely different perspectives in intercultural communication and training, generally known as essentialist and non-essentialist approaches. The chapter argues that a non-essentialist approach to training adopts a dynamic notion of culture and pays attention to the complex and multiple identities of the self and the other. This is realized (1) by considering all factors, in addition to culture, which might impact the interaction; (2) by including the full gamut of human interactions, not merely focusing on difference and problematic interactions; and (3) by putting personal experience at the center and aiming at raising self-awareness, instead of focusing mainly on “the other.” Taking the next step, the chapter argues how even cultural frameworks with origins in essentialist thinking can be applied in non-essentialist trainings as a heuristic device for articulating and jointly examining intercultural experiences. Two case studies of non-essentialist intercultural trainings conducted by the authors are discussed by way of illustration.

Politeness, Intercultural Communication, E-Mails

In this chapter, the focus shifts from oral communication to written communication, considering the sometimes controversial issue of politeness in written intercultural communication. Firstly, a definition of politeness is discussed; secondly, some key issues related to the topic of intercultural communication are considered; and finally, intercultural e-mail communication is introduced. The aim is to understand how intercultural communication, mediated by the internet, can create compelling and sometime challenging conditions for additional language learning. For example, university students use e-mails a lot. Nonetheless, some issues, amongst which the level of formality when they address university staff, may vary, depending on their own national culture and on the training they receive on the use of this medium. As a result, intercultural clashes may occur. To facilitate foreign language teaching and communication, an instrument to assess politeness in intercultural e-mail communication in an intercultural context will be presented.

Acculturation of Syrian Refugees in Turkey as a Condition for Successful SLA

The literature is dominated by the studies on refugee studies since it is a current issue with great importance. In addition, this group of people leaving their homes due to serious human rights violations need to occupy a great space in the policy agendas and to be studied to enlighten policymakers and authorities in this fragile process of handling the issue of immigration. This necessitates higher education institutions involvement for a healthier and more systematic process of adaptation. Among the large group of refugees, Syrians—upon the break of the civil war in 2011—are the most visible group in Turkey. Witnessing the swiftly changing socio-economic dynamics in the world, Turkey is now home to a considerable number of Syrians. Furthermore, the intersection of Syrian refugees and the Turkish society has generated an intercultural space impacting on their SLA experiences, which is complicated by the process of adjustment concerning the two groups—those “uprooted” from their homes and the host society.

Intercultural Language Teaching in an Era of Internationalization

Internationalization is on the lips of educationists, especially those in higher education. It is a phenomenon throughout the world, and though there are variations in the practice, there is much similarity in the rhetoric. In practice, internationalization has largely, until recently, been a matter of structural changes rather than having an effect on curriculum. One structural feature often presented as part of internationalization is to impose or strongly recommend language learning for all. In this chapter, the author's intention is to examine more carefully what internationalization might mean when educational values are taken into consideration—the values of internationalism rather than internationalization—and then to discuss and illustrate the kind of language teaching which addresses not just “communication” but a values education that is based on internationalism.