scholarly journals The Development of Intercultural Competence of Secondary School Pupils and University Students

2021 ◽  
pp. 244-263
Author(s):  
Kateryna V. Krotik ◽  
Oleksandra O. Morhun
Keyword(s):  
Secondary School ◽  
University Students ◽  
Intercultural Competence ◽  
Training Programs ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Education Standards ◽  
Educational Profession ◽  
Secondary School Pupils

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

scholarly journals The Development of Intercultural Competence of Secondary School Pupils and University Students

2021 ◽  
Author(s):  
Kateryna V. Krotik ◽  
Kateryna V. Krotik
Keyword(s):  
Secondary School ◽  
University Students ◽  
Intercultural Competence ◽  
Training Programs ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Education Standards ◽  
Educational Profession ◽  
Secondary School Pupils

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

scholarly journals Oral proficiency in second and third foreign languages in the Danish education system

2019 ◽  
Vol 13 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Susana Fernández ◽  
Hanne Andersen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Education System ◽  
International Research ◽  
Oral Proficiency ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Educational Levels ◽  
Similarities And Differences ◽  
Pedagogical Approaches

In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.

scholarly journals The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish

2021 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Secondary School ◽  
University Students ◽  
Teacher Perceptions ◽  
Exam Performance ◽  
Teacher Gender ◽  
Complex Interactions ◽  
External Variables ◽  
Attitudinal Characteristics ◽  
Secondary School Pupils ◽  
Classroom Anxiety

Abstract The present study investigates the effect of sociobiographical, emotional, attitudinal characteristics and teacher perceptions of 275 Kazakh secondary school pupils and 317 university students on their exam performance in Turkish as a foreign language (FL). Multiple regression analyses reveal that exam results in Turkish of secondary school pupils are predicted by teacher gender, participant’s age, attitude towards the FL and FL Classroom Anxiety. A very different picture emerges for university students, where FL level, participant’s gender, FL Enjoyment, FL Classroom Anxiety and teacher’s age explain more than twice as much variance. FL exam scores for both groups are thus underpinned by different sets of complex interactions between multiple learner-internal and learner-external variables and the effect of emotions is much stronger among university learners.

scholarly journals Maths Sparks: Developing Community and Widening Participation

2015 ◽  
Vol 14 (1) ◽  
pp. 43 ◽  
Author(s):  
Aoibhinn Ni Shuilleabhain ◽  
Anthony Cronin
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
University Students ◽  
Teaching And Learning ◽  
Widening Participation ◽  
University Mathematics ◽  
Department Staff ◽  
Secondary School Pupils ◽  
Mathematics Department

Improving the engagement of university students in wider issues of teaching and learning is now an important driver in higher education. Additionally, widening the participation of those who access higher education is a matter of increasing prominence. In this paper we report on a case study initiative addressing both of these issues in a university mathematics department. Staff and university students collaborated in developing a series of mathematics workshops, called Maths Sparks, for secondary school pupils from disadvantaged socioeconomic backgrounds. We report on the development of student-staff community as a result of establishing this programme and discuss the increased engagement and motivation of both university students and secondary pupils participating in the series of activity-based workshops.

scholarly journals SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES

2021 ◽  
Author(s):  
Dana Hanesová ◽  
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Foreign Language ◽  
University Students ◽  
Time Management ◽  
Intercultural Competence ◽  
Team Work ◽  
Foreign Languages ◽  
School Students ◽  
Learning Space

In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.

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