scholarly journals Developing intercultural learning capabilities

2019 ◽  
Vol 42 (2) ◽  
pp. 125-145
Author(s):  
Fiona O’Neill ◽  
Jonathan Crichton ◽  
Angela Scarino
Keyword(s):  
English Language ◽  
South Australia ◽  
Teaching Staff ◽  
Intercultural Learning ◽  
Team Members ◽  
Learning And Teaching ◽  
Learning Capabilities ◽  
Teaching Unit ◽  
The University

Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collaborative, involving the research team, members of the teaching staff, and members of the university’s learning and teaching unit. The data include interviews with students and teachers, students’ written assessments, and observations of weekly teaching staff meetings. The overarching finding of the study is that, to enable students to develop their intercultural learning capabilities, there is a need to rethink notions of experience and engagement, specifically to attend to the central role of language/s and culture/s in all students’ experience of learning, teaching, and assessment. Analysed examples from the data are used to illustrate four specific guiding principles underpinning this (re)orientation to learning. The study was one of two case studies funded by the University of South Australia as part of a larger project: Developing English Language and Intercultural Learning Capabilities.1

scholarly journals English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds

2017 ◽  
Vol 8 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Kate Berniz ◽  
Andrew Miller
Keyword(s):  
Cultural Landscape ◽  
English Language ◽  
Ad Hoc ◽  
South Australia ◽  
Approaches To Learning ◽  
Linguistically Diverse ◽  
Learning And Teaching ◽  
Language Support ◽  
The University ◽  
University Settings

Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

scholarly journals Development of cooperation in Belarus and formation of personnel potential of the Belarusian State University in the 1920s

2021 ◽  
pp. 71-79
Author(s):  
Siarhei M. Khodzin
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Economic Thought ◽  
Teaching Staff ◽  
State University ◽  
Scientific Schools ◽  
The Status ◽  
The University ◽  
University Science

The relevance of the problems of cooperative construction in the formation of Belarusian scientific schools is determined. The role of the Belarusian State University in the development of problems of cooperation in the 1920s is characterised. The activity of S. L. Pevsner as a representative of the economic thought of the 1920s is studied. In the perspective of «history through personality», the problems of the formation of the personnel potential of Belarusian State University are revealed. The relations between the management and the teaching staff of the university, the status and issues of material well-being of teachers invited to Belarusian State University are characterised. The conclusion is made about a significant personnel shortage and the presence of serious competition in the personnel sphere of university science in the 1920s with the development of higher education in the USSR.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

An exploration of the relationship between undergraduate students’ library book borrowing and academic achievement

2016 ◽  
Vol 48 (4) ◽  
pp. 382-388 ◽  
Author(s):  
Yakup Çetin ◽  
Vivian Howard
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
English Language ◽  
Positive Correlation ◽  
Circulation Patterns ◽  
Undergraduate University Students ◽  
Library Book ◽  
The University ◽  
The Relationship

This exploratory study examines book circulation patterns among undergraduate university students at an English-language University in Istanbul, Turkey, in order to investigate the relationship between students’ academic achievement and discipline of study, gender and book borrowing habits. Overall, this study supports the important role of the academic library’s print book collection in supporting and contributing to student success and demonstrates a significant positive correlation between undergraduate students’ level of academic achievement and the number of books they borrowed from the university library. This positive correlation was found for students in all faculties and fields of study, but was strongest for students studying qualitative disciplines and was particularly strong for students enrolled in English as a foreign language programmes.

because of the role of er front office um in hotel

2006 ◽  
Vol 11 (3) ◽  
pp. 305-323 ◽  
Author(s):  
Martin Warren
Keyword(s):  
Language Learning ◽  
English Language ◽  
Local Context ◽  
Additional Contribution ◽  
Partial Explanation ◽  
Lexical Cohesion ◽  
Learning And Teaching ◽  
Front Office ◽  
Signal Divergence

This paper describes lexical cohesion across participants in a discourse, and across discourse events, and the additional contribution made by speakers’ choices of prominence in the cohesive chains. The choice of prominence is made to communicate what is perceived to be situationally informative in the local context of interaction (Brazil 1985 and 1997). This study describes a connection between a speaker’s choice of a lexical or non-lexical word in a cohesive chain and the speaker’s choice of prominence and, in doing so, offers a partial explanation to the question Hoey (1991:17) asks of Winter (1974 and 1979): ‘under what circumstances do we use one (cohesive device) rather than the other?’. It also describes how the selection of prominence across speakers in a discourse can signal divergence and convergence between them. Lastly, the paper discusses the pedagogical implications of the study with regard to English language learning and teaching.

scholarly journals Foreign­ Language Environment of the University as a Resource for Development of Leading Universities of Russia (2014–2019 Monitoring Results)

2020 ◽  
pp. 43-55
Author(s):  
N. N. Abakumova ◽  
A. V. Fakhrutdinova
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Research Universities ◽  
English Language ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Monitoring Study ◽  
English Speaking ◽  
Language Environment ◽  
The University

The presented study updates the problem of assessing the development efficiency of the foreign language environment in the leading research universities of Russia. The necessity of forming the language environment for the universities participating in the “TOP 5–100” project is shown. The monitoring study of the level of formation of the foreign language environment in universities is conducted in 21 leading universities, starting from 2014. In the experimental work the results of the six-year monitoring study have been summarized, which allowed identifying and fixing the mechanisms of language environment improvement: the development and implementation of English language for Bachelor, Specialist and Master programs; active language practice, the creation of special structures in the university, etc. The active development of the English-speaking environment in the higher educational institutions is shown, which attracts foreign applicants, promotes the participation of the teaching staff and students in international professional communities and associations.

scholarly journals Perspectives on the Strategies for Teaching and Learning English as a Second Language at the University of Juba, South Sudan

2020 ◽  
Vol 1 (2) ◽  
pp. 217-225
Author(s):  
Majok Mabor Matoc Apadier
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Large Classes ◽  
Learning And Teaching ◽  
The North ◽  
Government Education ◽  
English Speaking World ◽  
The University

In line with South Sudan’s vision of a self- governing community, much hope was invested in the English speaking world thereby making a shift from Arabisation from the North. As a result, the English language was adopted a marker of identity and opposition to Arabic, language of government, education as well as international communication. As part of South Sudan’s look south policy, English was made to be a second language as opposed to a foreign language. In tandem with this country’s vision the University of Juba is not spared from the adoption of English as the language of instruction and a learning subject.  Due to the democratisation of schooling and education for all, enrolment in the learning of English is increasing and resultantly large classes are emerging.  In view of this, the paper therefore examines and provides preliminary results on the nature and feasibility of some teaching and learning of English in large classes at the University of Juba. This was done in light of the principles and concepts of Richards and Rodgers’ (2001) Communicative Language Teaching approach. It emerges from the findings that in the absence of a teaching framework there is no uniformity on the strategies that being adopted by both learners and teachers in the learning and teaching of English as a second language.

scholarly journals Awareness of COVID-19, Protective Measures and Attitude Towards Vaccination among University of Jeddah Health Field Community: A Questionnaire-Based Study

2021 ◽  
Author(s):  
Almonther A. Hershan
Keyword(s):  
English Language ◽  
Cross Sectional Study ◽  
Teaching Staff ◽  
Cross Sectional ◽  
Protective Measures ◽  
Vaccine Acceptance ◽  
Acceptance Level ◽  
Community Healthcare ◽  
The University ◽  
Health Field

This cross-sectional study aimed to measure the awareness, and attitude towards COVID-19 disease as well as new vaccine acceptance, among health field community (healthcare workers, health fields teaching staff and students) at the University of Jeddah, Jeddah Saudi Arabia. The questionnaire was designed in English language and included a set of 44 multiple-choice close-ended questions that covered demographic profile of participants, awareness of symptoms and practice against COVID-19. It also included a set of questions that attempted to investigate the attitudes and perceptions towards the uptake of vaccine. Out of the total 186 who participated in this study, 48.4% were 24 years old or younger and 55.9% were health field students. The results showed that majority of participants were aware of most common symptoms and causes of COVID-19 and had positive attitude toward the protective measures against the disease. Regarding the acceptability of vaccination against COVID-19, around 44% of the total participants showed hesitancy to uptake the vaccine of whom, 68.3% were concerned about the adverse effects of the vaccine. Significant differences were found between gender and current position at university of Jeddah in term of vaccine acceptance with p-values of < 0.001. Despite this high level of awareness, health field community at the university of Jeddah have medium acceptance level of disease vaccine. Thus, health educational programs are important to increase the acceptance level among such societies which will contribute to increase the acceptance level among the whole society.

Sign in / Sign up

Export Citation Format

Share Document