Linguistic landscapes

2019 ◽  
Vol 42 (2) ◽  
pp. 146-170 ◽  
Author(s):  
Anikó Hatoss
Keyword(s):  
Intercultural Competence ◽  
Linguistic Diversity ◽  
Learning Experience ◽  
Strong Impact ◽  
Intercultural Learning ◽  
Intercultural Awareness ◽  
Language Choices ◽  
Innovative Method ◽  
Intercultural Interactions ◽  
Student Reflections

Abstract Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a strong impact on their perceptions of diversity and their attitudes towards other languages and cultures. Students increased their critical awareness of how identity, ideology and attitudes influence language choices and intercultural interactions. The experiential learning project also made them reflect on their own identity as intercultural citizens. The findings of this study highlight the usefulness of the project in developing intercultural competence (ICC). The paper discusses methodological implications for teaching IC in the context of increasingly multilingual and multicultural learning communities.

A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy

2016 ◽  
Vol 6 (3) ◽  
pp. 36-53 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Exchange ◽  
Intercultural Learning ◽  
Learning Tasks ◽  
Common Interests ◽  
Cultural Traits ◽  
Authentic Environment ◽  
Target Culture ◽  
Geographical Locations

Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other's cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.

scholarly journals Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento interculturale e di inclusione sociale

2021 ◽  
Author(s):  
Gisela Mayr
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Intercultural Competence ◽  
Linguistic Diversity ◽  
Active Participation ◽  
Democratic Process ◽  
Intercultural Learning ◽  
Cultural And Linguistic Diversity ◽  
The Creation

Failing to acknowledge the presence of cultural and linguistic diversity within the scholastic institution, alongside with its monolingual habitus, causes the marginalization of entire groups of learners, whose effective and active participation in the democratic process of learning is prevented. The creation of plurilingual tasks to the contrary aims at promoting intercultural competence and inclusion, both of which can only be initiated, if all languages and cultures present within the learner group are included in the learning process. The present qualitative study aims at identifying emergent forms of inclusive and intercultural learning in such plurilingual task-based learning settings.

Reflection and Intercultural Competence Development

2019 ◽  
Author(s):  
Luciara Nardon
Keyword(s):  
Cultural Differences ◽  
Intercultural Competence ◽  
Cultural Knowledge ◽  
Intercultural Development ◽  
Intercultural Learning ◽  
Behavioral Skills ◽  
Cultural Experiences ◽  
Diverse Environment ◽  
Thinking Process ◽  
Intercultural Interactions

Increasing levels of cultural diversity requires a system of higher education structured to facilitate intercultural learning and develop individuals who are prepared to work in a culturally diverse environment, and can make decisions and manage people cognizant of cultural differences. Three main approaches to facilitate intercultural learning in the classroom have emerged: transfer of cultural knowledge, cultural experiences, and reflection on experience. Each of these approaches has a role to play at different stages of intercultural development. Three stages of intercultural development are proposed: (1) Monocultural stage, referring to a stage in which individuals are unaware of cultural differences; (2) Cross-cultural stage, in which individuals recognize and understand cultural differences but lack behavioral skills to deal with them; and (3) Intercultural stage, in which individuals can draw on a repertoire of behaviors to influence and shape intercultural interactions in ways that facilitate understanding and create opportunities for cooperation. Reflection on experience is proposed to be particularly useful to support the development of intercultural competence. Reflection is a thinking process focusing on examining a thought, event, or situation to make it more comprehensible and to learn from it. A four-step reflection process is proposed: (1) Describe experience; (2) Reflect on experience; (3) Learn from experience; and (4) Apply learning. Suggestions on using reflection in the classroom are proposed.

Intercultural Learning via Videoconferencing

2018 ◽  
pp. 264-282 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

scholarly journals Building Intercultural Competence One “Patch” at a Time

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Rebecca Spooner-Lane ◽  
Donna Tangen ◽  
K. Louise Mercer ◽  
Erika Hepple ◽  
Suzanne Carrington
Keyword(s):  
Preservice Teachers ◽  
International Students ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Reflective Writing ◽  
Learning Activities ◽  
Intercultural Learning ◽  
Reciprocal Learning ◽  
Mutual Engagement

This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a “patch” that eventually created a “quilt of intercultural learning.” The purpose of this study was to enhance the intercultural competence of domestic and international students through organized intercultural activities, through a series of reflective writing sessions, and mutual engagement on a common project. The effectiveness of thePatchesprogram was analysed in accordance with Deardorff’s elements of intercultural competence. The qualitative findings indicate that both cohorts of preservice teachers showed elements of intercultural competence through participation in the program, with both groups reporting a deeper appreciation and understanding of how to communicate more effectively in intercultural contexts.

Intercultural Learning via Videoconferencing

2020 ◽  
pp. 626-645
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

scholarly journals Linguistic Diversity in the English-Medium Instruction Classroom in Nepal: Challenge or Chance

2019 ◽  
Vol 7 (1) ◽  
pp. 70
Author(s):  
Mohan Singh Saud
Keyword(s):  
Public Schools ◽  
Language Policy ◽  
Intercultural Competence ◽  
English Language ◽  
Linguistic Diversity ◽  
Social Contexts ◽  
Language Teachers ◽  
Linguistic Landscape ◽  
Intercultural Awareness ◽  
English Language Teachers

Linguistic diversity is a common phenomenon in urban Nepalese societies. However, Nepalese educational system has not adapted this reality very well. Therefore, considering the linguistic landscape of the multilingual city in Kathmandu, this study focuses on the linguistic and cultural diversity in multilingual school space of public education system. The purpose of this study was to explore how the English language teachers address the issue of students’ linguistic diversity in English as a medium of instruction (EMI) language policy classrooms, whether they take this as a challenge of teaching or chance for learning. Employing a phenomenological design of qualitative research, three English language teachers were interviewed to collect information for this study. Their audio recorded interviews were transcribed, coded and then analyzed and interpreted using a thematic approach linking with relevant theories. The findings indicate that linguistic diversity in the English classrooms can be a valuable resource for learning and developing effective intercultural competence in the learners to cope with culturally diverse social contexts. Though linguistic diversity has become a challenge of teaching for English language teachers, it can be changed into an opportunity for learning through intercultural awareness. EMI language policy of public schools has become a barrier to change multilingualism as a resource for learning.

scholarly journals Exploring intercultural competence through an intercultural extracurricular activity in Taiwan

2016 ◽  
Vol 4 (1) ◽  
pp. 99-109
Author(s):  
Kai Li Liu
Keyword(s):  
Extracurricular Activities ◽  
Intercultural Competence ◽  
Foreign Students ◽  
Cultural Practices ◽  
Foreign Student ◽  
Depth Information ◽  
Extracurricular Activity ◽  
Language Programs ◽  
Intercultural Awareness ◽  
Communication Difficulties

Abstract This study used interviews to explore how 10 Taiwanese college students' intercultural competence was developed after participating in an intercultural extracurricular activity designed with a purpose to facilitate foreign students’ study in Taiwan and to promote meaningful home-foreign student contacts. In-depth information and narratives from the interviews were collected as evidence of intercultural competence development. The results showed all the interviewees appreciated the experience and felt it to have been of value to them in terms of building international friendships, heightening their intercultural awareness and the benefits of intercultural competence, and having more appreciation and better understanding of Taiwanese culture. Students also realized that a lack of understanding of Taiwanese culture could exacerbate communication difficulties. Students thus became aware of the importance of describing Taiwanese cultural practices in English and realized that more language practice was necessary for smoother communication. Suggestions for both extracurricular activities and language programs improvement in the future were also provided in the conclusion.

scholarly journals The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad

2019 ◽  
Vol 9 (3) ◽  
pp. 495-517
Author(s):  
Gianna Hessel
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
L2 Acquisition ◽  
Intercultural Learning ◽  
Lingua Franca ◽  
Student Interactions ◽  
European Universities ◽  
Intercultural Interactions ◽  
The Uk

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

scholarly journals Developing Intercultural Competence Through Design Thinking

2021 ◽  
Vol 1 (15) ◽  
pp. 9-21
Author(s):  
Tetiana Hantsiuk ◽  
Khrystyna Vintoniv ◽  
Nataliia Opar ◽  
Bohdan Hryvnak
Keyword(s):  
Cultural Competence ◽  
Intercultural Competence ◽  
Design Thinking ◽  
Research Problem ◽  
Cross Cultural ◽  
Cross Cultural Communication ◽  
Intercultural Skills ◽  
Intercultural Interactions ◽  
Development Of Students ◽  
Cultural Interactions

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

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