The Level and Specifics of Intercultural Sensitivity of the Russian Students Attending Chinese Universities

2021 ◽  
pp. 81-86
Author(s):  
T. Reva
Keyword(s):  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Teaching Experience ◽  
Educational Organizations ◽  
Cultural Groups ◽  
Chinese Universities ◽  
Language And Culture ◽  
Conflict Situations ◽  
Culture Teaching ◽  
Globalized World

Studies on intercultural sensitivity as an affective aspect of intercultural competence have been gaining increasing attention in today’s globalized world where representatives of different countries and cultural groups are supposed to function effectively and supportively in various spheres of life. This paper has reported some of the research results indicating the level and specifics of intercultural sensitivity of the Russian students attending Chinese universities. Building students’ intercultural sensitivity is an essential aspect of the Chinese language and culture teaching experience. Practical recommendations have been provided for increasing the students’ level of intercultural sensitivity in order to reduce stress and avoid conflict situations in multinational educational organizations.

scholarly journals The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

2016 ◽  
Vol 1 (2) ◽  
pp. 9 ◽  
Author(s):  
Dadi Chen ◽  
Dineke E.H. Tigelaar ◽  
Nico Verloop
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Intercultural Competence ◽  
English Teachers ◽  
Cultural Groups ◽  
Language And Culture ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Culture Teaching ◽  
English Speaking

Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.

scholarly journals The development of Emirati university students' intercultural sensitivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tanju Deveci ◽  
Glenda Elgamal ◽  
David Dalton ◽  
Donald John Langille
Keyword(s):  
University Students ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Reflective Writing ◽  
Content Type ◽  
Self Confidence ◽  
Post Test ◽  
The Difference ◽  
Globalized World ◽  
Writing Task

PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.Originality/valueIn an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.

scholarly journals Incorporating Intercultural Communicative Competence in EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mahdjouba Chaouche
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Classroom Activities ◽  
Culture Teaching ◽  
Language Classrooms

In a rapidly globalized world, EFL teachers are increasingly urged to incorporate intercultural competence in language classes. This paper is concerned with the incorporation of the teaching of culture into the foreign Language classroom. The main premise of the present paper is that effective communication is not limited to linguistic competence and language proficiency and that apart from enhancing communicative competence, cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity. In fact, teaching a foreign language carries a novel culture which includes one’s religion, gender and a set of beliefs. Yet; though language and culture are so closely interwoven into each other that one cannot be conceived without the other, language is still taught as a separate phenomenon from culture and classroom activities are bereft of any instruction of foreign cultures. It is to be noted that much research into the incorporation of culture in language learning remains to be done so that the pedagogical principles of culture teaching may be articulated and applied effectively to the development of materials, and curricula. Thus, the purpose of this paper is first, to explain the ideas and theory which define what is involved in the intercultural communicative competence, and second, to demonstrate what intercultural competence would mean in practice for teachers and learners in language classrooms in an Algerian context and how to make it easily accessible in practical ways.

scholarly journals TEACHING INTERCULTURAL COMPETENCE

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 202-205
Author(s):  
Natalia Lutai ◽  
Tetiana Besarab ◽  
Kate Mastruserio
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Intercultural Communicative Competence ◽  
New Approach ◽  
Teaching Culture ◽  
Language And Culture ◽  
Language Studies ◽  
Culture Teaching ◽  
Analysis Of Results ◽  
Cultural Component

The article еnlightens some problems in the field of teaching culture withinthe frames of foreign language studies curricula. It is also stated that in accordance with the standards of basic foreign language competences this aspect is still neglected to some extent in the classroom. The article provides a concept of intercultural communicative competence though some researchers find it too vague. In addition, some discrepancies between the new approach to teaching culture and traditional methods, beliefs and discourses related to teaching culture have been analyzed and discussed. The authors have carried out a critical analysis of results of numerous studies of the cultural component of in the field of culture teaching so as to reveal their drawbacks and advantages and to propose possible ways of solving this issue. As some researchers claim in order to develop intercultural competence amidst students of foreign languages departments teachers are to broaden their knowledge of language and culture interaction to avoid stereotyped approaches. Because of new tendencies in teaching culture not only besides philological or literatural issues, they have to deal with such disciplines as semiotics, anthropology, history, sociology and other sciences in the process of discussing culture to master their skills and respond to new challenges.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

Living With Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms

2001 ◽  
Vol 19 (1) ◽  
pp. 01 ◽  
Author(s):  
Roumiana Ilieva
Keyword(s):  
Second Language ◽  
Participant Observation ◽  
Language Education ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Community Culture ◽  
Language And Culture ◽  
Second Language Education ◽  
Culture Teaching ◽  
Language Classrooms

On the basis of personal experiences with immigration and current conceptualizations of culture in anthropological and culture teaching literature, this article outlines an approach to cultural instruction in adult second-language education, named "culture exploration," which calls for the recognition of ambiguity embedded in cross-cultural encounters. Culture exploration consists of employing techniques of ethnographic participant observation in and outside the classroom and holding reflective, interpretive, and critical classroom discussions on students' ethnographies. It is argued that through culture exploration students can develop an understanding of humans as cultural beings, of the relationship between language and culture, and of the necessity of living with the uncertainty inherent in cross-cultural interactions. Through this process of naming their experience of the target community culture and reflecting on it, it is hoped that students will be in a position to develop their own voice and will be empowered to act to fulfill their own goals in their new environment.

scholarly journals New Trends in the Teaching of the Intercultural Competence as Part of the Process of Teaching Foreign Languages in the Context of Higher Education in Spain.

2019 ◽  
Vol 5 (2) ◽  
pp. 6
Author(s):  
Yolanda García Hernández
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Languages ◽  
Short Introduction ◽  
Language And Culture ◽  
Open Window ◽  
Methodological Approaches ◽  
Different Cultures

Today we live in the era of globalization. We define our world by the coexistence of various different cultures. The present article seeks to clarify the concept of intercultural competence when teaching foreign languages and the new trends in the context of Higher Education in Spain. We will start with a short introduction on the various studies and research on the relationships between language and culture However, the main aim in this article will be to point out the new roles played by teacher and learners in the process, the creation of new materials to support the intercultural dimension and the new types of activities that could be done inside and outside the classroom, such as the use of tele-collaboration, social networks and others. In other words, the elements that make up and give meaning to a new methodology for language teaching and learning and that help language teaching to be an open window towards other cultures and to develop a new and open-minded attitude towards diversity. Therefore, we will try to study some of the main current methodological approaches, stereotypes and contents linked to that intercultural competence.

scholarly journals SYNCHRONOUS AND ASYNCHRONOUS FORMS OF ACCOMPANIMENT OF REMOTE PROJECTS AND COURSES

2021 ◽  
pp. 103-113
Author(s):  
Мухит Азатович Азыбаев ◽  
Анатолий Алексеевич Веряев ◽  
Алексей Александрович Ушаков
Keyword(s):  
Teaching Experience ◽  
Asynchronous Communication ◽  
Educational Process ◽  
Online Support ◽  
Educational Organizations ◽  
Professional Activities ◽  
Ict Implementation ◽  
E Learning ◽  
Distance Courses ◽  
Ict Competencies

Предлагается анализ феноменов дистанционного и электронного обучения. Представлены этапы становления технологии дистанционно организованного учебного процесса. Анализируется уровень сформированности ИКТ-компетенций учителей, студентов педагогических вузов, обучающихся общеобразовательных организаций. Рассмотрены вопросы оперативного (онлайн) и отложенного во времени (офлайн) сопровождения деятельности педагогов, связанной с проведением и участием в ИКТ-проектах в рамках собственной профессиональной деятельности. Работа основана на реальном опыте осуществления проектов на территории Алтайского края в 2012–2018 гг. Описывается опыт сопровождения проектов и курсов по формированию ИКТ-компетенций, в том числе моделей организации оперативного консультирования учителей средствами чат-ботов, специализированных групп в социальных сетях, сайтов с форумами и др. Рассмотрены вопросы онлайн-сопровождения офлайн-организованного учебного процесса студентов, что соответствует осуществлению и поддержке какого-либо предметного курса обучения. Материал базируется на опыте преподавания в период локдауна, связанного с пандемией новой коронавирусной инфекции. Введены понятия вертикально и горизонтально организованной распределенной поддержки, рассмотрены различные способы и методы ее осуществления. Описывается авторская технология организации дистанционных курсов повышения квалификации учителей по тематике внедрения ИКТ в образовательный процесс. Указывается, что при организации сопровождения дистанционных и очно-дистанционных проектов и курсов наиболее оптимальным является использование комбинации синхронного и асинхронного вида коммуникации. The article offers an analysis of the phenomena of distance and e-learning, presents the stages of the formation of the technology of the distance-organized educational process. The level of formation of ICT competencies of teachers, students of pedagogical universities, students of general educational organizations is analyzed. The issues of operational “online” and delayed “offline” support of teachers’ activities related to the implementation and participation in ICT projects within the framework of their own professional activities are considered. The work is based on real experience in implementing projects on the territory of the Altai Territory (2012–2018), including the experience of supporting projects and courses on the formation of ICT competencies, including models for organizing operational counseling for teachers using chat bots, specialized groups in social networks, sites with forums, etc. The issues of online support of the offline organized educational process of students are considered, which corresponds to the implementation and support of any subject course of study. This material is based on teaching experience during the quarantine period associated with the coronavirus epidemic. The article introduces the concepts of vertically and horizontally organized distributed support, discusses various ways and methods of implementing this support. The author’s technology of organizing distance courses for advanced training of teachers on the topic of ICT implementation in the educational process is described. It is indicated that when organizing support for remote and intramural-distance projects and courses, the most optimal is the use of a combination of synchronous and asynchronous communication.

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