scholarly journals “Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

2022 ◽  
Vol 16 (1) ◽  
pp. 7-40
Author(s):  
Rodrigo Schaefer
Keyword(s):  
Teaching And Learning ◽  
Intercultural Relations ◽  
Cultural Center ◽  
Academic Mobility ◽  
Tower Of Babel ◽  
Language And Culture ◽  
Online Technologies ◽  
Internationalization At Home ◽  
Intercultural Interactions ◽  
At Home

Belli et al. (2018) explain that the myth of the Tower of Babel, described in the Holy Bible, alludes to the intercultural relations in today’s world, because the Tower was located in a major economic and cultural center of the ancient world. Telecollaboration, defined as the use of online technologies in the area of language teaching and learning between students who are geographically distant (O’DOWD, 2013a), plays an important role in promoting intercultural interactions in the Internationalization at Home (O’DOWD, 2019) context. The latter stands for a more inclusive internationalization, achieved by domestic activities, and not only by international academic mobility (CROWTHER et al., 2000). For Luna (2018b), the process of Internationalization of the Curriculum occurs in the light of the intercultural approach (KRAMSCH, 2014), whereas Gil (2016) argues that such approach should be conceptualized based on the interaction between language and culture. This study aims at discussing how the interaction between language and culture related to the intercultural approach can lead students “to go down the Tower of Babel” through telecollaborative activities in the context of Internationalization at Home. With respect to the results, two telecollaborative domestic actions, under the author’s coordination, appear to indicate that there have been opportunities towards the process of “going down the tower”, since many concerns related to the current world, e.g. cultural differences, stereotypes and the environment, where students can to take both an insider and an outsider’s perspective (KRAMSCH, 2011), are at the heart of the discussions.

scholarly journals Internationalization at Home (IaH) in living-learning contexts

2021 ◽  
Vol 5 (1) ◽  
pp. 107
Author(s):  
Kooi Cheng Lee ◽  
Swee Kit Alan Soong ◽  
Andi Sudjana Putra
Keyword(s):  
Teaching And Learning ◽  
Critical Mass ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Learning Contexts ◽  
Internationalisation At Home ◽  
Internationalization At Home ◽  
Global Citizenry ◽  
University Experience ◽  
At Home

Internationalisation has been associated with the cultivation of global competencies. However, there have also been contentions about inclusivity, accessibility and mobility, and that it may privilege some. This reflective piece attempts to respond to these tensions through a description of, and reflection on, the effectiveness of two Internationalisation at Home (IaH) initiatives. It focuses on informal curricula in living-learning contexts where literature and concrete examples are scanty. Drawing on the learning points, it shares thoughts about the need for critical mass, whole university experience, and intentionality. Keywords: Global citizenry, Internationalization at Home (IaH), Internationalisation, Scholarship of Teaching and Learning How to cite this article: Lee, K.C., Soong, S.K.A. & Putra, A.S. 2021. Internationalization at Home (IaH) in Living-learning contexts. Scholarship of Teaching and Learning in the South. 5(1): 129-138. DOI: 10.36615/sotls.v5i1.164. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Understanding Internationalization at Home: Perspectives from the Global North and South

2018 ◽  
Vol 18 (2) ◽  
pp. 200-217 ◽  
Author(s):  
Joana Almeida ◽  
Sue Robson ◽  
Marilia Morosini ◽  
Caroline Baranzeli
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Policy ◽  
Three Dimensions ◽  
Future Research ◽  
Bottom Up ◽  
Practical Applications ◽  
Conceptual Clarity ◽  
Internationalization At Home ◽  
At Home

Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications. This paper aims to shed empirical insight into how this concept is understood by higher education staff. It follows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimensions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teaching and learning aspects, and (3) personal experiences of the social actors involved in internationalization processes. Within these dimensions, four baseline features should be considered for a bottom-up understanding of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH. Implications for future research highlight the importance of furthering empirically grounded definitions of IaH via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it represents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-, meso- and micro-contextual conditions and needs.

scholarly journals Europe Calling: A New Definition for Internationalization at Home

2015 ◽  
pp. 12-13 ◽  
Author(s):  
Jos Beelen ◽  
Elspeth Jones
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Institutional Policies ◽  
Learning And Teaching ◽  
European Higher Education ◽  
Internationalization At Home ◽  
Definition Of ◽  
Programs Of Study ◽  
Common Understanding ◽  
At Home

The increasing importance of the concept of internationalization at home is not only manifest in the educational policy of the European Commission, in emerging national policies and in institutional policies of European higher education institutions (HEIs), but most of all in educational practice.Since the existing definition of internationalization at home does not offer much support for those who are working on its implementation, the authors have proposed a new definition that hopefully contributes to lifting the ‘conceptual fog’ that surrounds the internationalization of learning and teaching. The new definition may also help to reach a common understanding of the concept when academics, the key actors in the internationalization of teaching and learning, are joined by both educational and internationalization experts. After all, their joint expertise is needed to build the international and intercultural dimensions of programs of study. 

scholarly journals Cross-university virtual teamwork as a means of internationalization at home

2021 ◽  
Vol 19 (3) ◽  
pp. 100512
Author(s):  
Johannes Nikolaus Rauer ◽  
Michael Kroiss ◽  
Natalia Kryvinska ◽  
Corinna Engelhardt-Nowitzki ◽  
Mohamed Aburaia
Keyword(s):  
Virtual Teamwork ◽  
Internationalization At Home ◽  
At Home

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

Internationalization at Home

2017 ◽  
Vol 26 (2) ◽  
pp. 104-122 ◽  
Author(s):  
Sheena Choi ◽  
Joseph Khamalah
Keyword(s):  
Global Economy ◽  
Education Institution ◽  
The United States ◽  
Intercultural Understanding ◽  
Global Era ◽  
Development Policies ◽  
Internationalization At Home ◽  
Staff Recruitment ◽  
Midwestern City ◽  
At Home

Responding to the needs of intercultural understanding and competencies in a global economy, universities have devised strategies and programs to internationalize the campus to prepare students to work effectively in an increasingly interconnected economy and society. Internationalization at home (IaH) attempts to more effectively address gaps left by the traditional study abroad. This study examines the IaH activities at a regional higher education institution in a Midwestern city of the United States in faculty/staff recruitment and development, policies, and curriculum development. Results show that implementation of IaH is at odds with the institution's regional mission and underscores the need for a reconceptualization to better serve the region in this global era.

Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia

2020 ◽  
Author(s):  
Susana Ayala ◽  
Keyword(s):  
Communities Of Practice ◽  
Hip Hop ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Language Shift ◽  
Art Teachers ◽  
Theoretical Concepts ◽  
Language And Culture ◽  
Puppet Theater ◽  
Global Language

Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.

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.

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