scholarly journals Sensibilisierung für Hassrede durch Aufgaben zum interkulturellen Lernen? Ausgewählte Ergebnisse eines multikulturellen Projektseminars zwischen Studierenden aus Poznań und Marburg

2018 ◽  
Vol 143 ◽  
pp. 437-456
Author(s):  
Sylwia Adamczak-Krysztofowicz ◽  
Anna Szczepaniak-Kozak
Keyword(s):  
Joint Venture ◽  
Hate Speech ◽  
Applied Linguistics ◽  
German Studies ◽  
Intercultural Learning ◽  
Warm Up ◽  
Qualitative Survey ◽  
Awareness Raising ◽  
Intercultural Interactions ◽  
Adam Mickiewicz

In dem Beitrag wird auf den Stellenwert von Aufgaben zum interkulturellen Lernen bei der Sensibilisierung für Hassrede bei multikulturellen universitären Lehrkooperationen fokussiert. Das internationale Lehr- und Forschungsprojekt fand im Dezember 2016 in Poznań statt und wurde von der Adam-Mickiewicz-Universität in Poznań Polen und der Philipps-Universität in Marburg Deutschland organisiert. In dem MaPo Marburg-Poznań Projektseminar arbeiteten Studierende an der Entwicklung von didaktisch-methodischen landeskundlichen Lehrmaterialien. Darüber hinaus wurde den Teilnehmenden an den ersten zwei Tagen eine Kennenlernphase angeboten, in der sie neben aufwärmenden spielerischen Aktivitäten auch die im Rahmen des internationalen RADAR Regulating Anti-Discrimination and Anti-Racism-Projekts entworfenen Aufgaben für die Sensibilisierung für Stereotype und Hate Speech erprobten. Das von der Europäischen Kommission finanzierte Projekt sollte Materialien für anti-hate Kommunikationstrainings entwickeln. Nach der Aufgabenphase wurde unter den teilnehmenden Studierenden eine schriftliche, qualitativ orientierte Befragung durchgeführt, die Potentiale der angebotenen Aktivitäten zum interkulturellen Lernen erheben sollte. Im vorliegenden Beitrag werden ausgewählte Ergebnisse aus dieser Befragung näher betrachtet.Tasks for intercultural learning as means of fostering the awareness of hate speech? Selected results of a multicultural project-based seminar involving students from Poznań and MarburgThe paper concentrates on tasks for intercultural learning as possible means of fostering the awareness of hate speech as exemplified by conclusions from an international project-based seminar conducted among students of applied linguistics and German studies. The seminar took place in Poznań, in December 2016, and was a joint venture organised by Adam Mickiewicz University in Poznań Poland and the Philipps University of Marburg Germany. Its student-participants were working on developing materials for intercultural instruction. Apart from that, on the first two days of the seminar, they took part in warm-up activities and tasks for intercultural learning aiming at heightening their awareness of hate speech as a phenomenon which may appear in daily intercultural interactions. The activities were compiled within the RADAR project Regulating Anti-Discrimination and Anti-Racism, co-funded by the European Commission, whose aim was to develop tools which can be used in intercultural trainings on anti-hate communication. After the activities, the students participated in a qualitative survey which was designed to elicit their feedback on the potential of tasks for intercultural learning as awareness-raising tools. The presentation offers the discussion of the selected findings in this respect.

scholarly journals Sprechhemmungen bei multikulturellen Austauschprojekten und ihre Wirkung auf interkulturelles Lernen an Hochschulen

1970 ◽  
Vol 44 (2) ◽  
pp. 193-214
Author(s):  
VICTORIA STOROZENKO ◽  
ANGELA SCHMIDT-BERNHARDT ◽  
SYLWIA ADAMCZAK-KRYSZTOFOWICZ
Keyword(s):  
Joint Venture ◽  
Cross Cultural ◽  
Cultural Groups ◽  
Teaching Materials ◽  
Qualitative Survey ◽  
Cultural Teaching ◽  
Interkulturelles Lernen ◽  
The University ◽  
Communicative Processes ◽  
Adam Mickiewicz

Inhibitions in speaking (or fear of speaking) can affect communicative processes in cross-cultural groups of learners. They may result from numerous emotional, cognitive or psychophysiological factors. The article concentrates on the most common types of inhibitions observed in a group of students during a project based seminar which took place in Poznań in December 2016. The seminar was a joint venture organised by Adam Mickiewicz University in Poznań and the University of Marburg. The student participants were working on developing cultural teaching materials, and after the seminar they took part in a qualitative survey intended to examine their reflections concerning the project. The article presents a discussion of selected findings.

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.

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.

Tutorial computer-assisted language learning

2015 ◽  
Vol 48 (4) ◽  
pp. 471-490 ◽  
Author(s):  
Trude Heift ◽  
Mathias Schulze
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Applied Linguistics ◽  
Corrective Feedback ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Systematic Overview ◽  
Awareness Raising

‘Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, practice is undergoing something of a revival in the applied linguistics literature’ (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of the contributions of computer-assisted language learning (CALL) to the role, nature, and development of individual practice in language learning. We focus on written language practice in Tutorial CALL, corrective feedback and language awareness-raising in Intelligent CALL (ICALL), and individualization of the learning process through tailoring of learning sequences and contingent guidance.

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 Conceptual Framework to Map Responses to Hate Crime, Hate Incidents and Hate Speech: The Case of Australia

2021 ◽  
pp. 1-18
Author(s):  
Matteo Vergani ◽  
Rouven Link
Keyword(s):  
Data Collection ◽  
Conceptual Framework ◽  
Hate Crime ◽  
Hate Speech ◽  
Hate Crimes ◽  
Uneven Distribution ◽  
Policy Area ◽  
Target Groups ◽  
Awareness Raising

Responses to hate crimes, hate incidents and hate speech are characterised by an exceptional fragmentation in terminology and lack of coordination among governmental and non-governmental organisations. This article proposes a new conceptual framework to map the diversity of responses to hate crime, hate incidents and hate speech, with the aim of assessing gaps and needs in this important policy area. Using Australia as a case study, we create and analyse a database of 222 organisations running activities focusing on tackling hate against different target groups. The results highlight an uneven distribution of efforts across different geographical areas, types of activities and target groups. The majority of anti-hate efforts, especially by government organisations, focus on awareness raising and education rather than victim support and data collection. Racial and religious hate are the main foci of anti-hate efforts, compared to other forms of hate, such as anti-LGBTIQ+ and disablist hate.

scholarly journals Conference report: Academic conference “Perspektywy kształcenia nauczycieli języków specjalistycznych w Polsce” (Perspectives on educating LSP teachers in Poland), Institute of Applied Linguistics of Adam Mickiewicz University in Poznań, 20th October 2020

2021 ◽  
Vol 48 (1) ◽  
pp. 137-139
Author(s):  
MAREK KRAWIEC
Keyword(s):  
Applied Linguistics ◽  
Conference Report ◽  
Academic Conference ◽  
Adam Mickiewicz

Conference report: Academic conference “Perspektywy kształcenia nauczycieli języków specjalistycznych w Polsce” (Perspectives on educating LSP teachers in Poland), Institute of Applied Linguistics of Adam Mickiewicz University in Poznań, 20th October 2020.

Sign in / Sign up

Export Citation Format

Share Document