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.

Intercultural Competence Development Among University Students From a Self-Regulated Learning Perspective

2017 ◽  
Vol 225 (1) ◽  
pp. 85-94 ◽  
Author(s):  
Dagmar Strohmeier ◽  
Petra Gradinger ◽  
Petra Wagner
Keyword(s):  
Learning Process ◽  
Intercultural Competence ◽  
The Self ◽  
Learning Goals ◽  
Intercultural Learning ◽  
Latent Factor ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Reflection Phase ◽  
Future Learning

Abstract. Intercultural competence is defined as a lifelong learning task that can be developed in any intergroup situation. A self-regulated learning model is applied to better understand the intercultural learning process that is initiated during the forethought phase, monitored during the performance phase, and evaluated during the self-reflection phase. In each phase, particular psychological constructs are important to initiate, monitor, and evaluate the learning process. The empirical goals of the present study were (1) to develop a self-report questionnaire capturing the three learning phases, (2) to test the theoretical structure of the proposed intercultural learning process, and (3) to examine two theoretically meaningful learning cycles. Data were collected from 188 women and 48 men aged 18–47 years (M = 26.41, SD = 6.19). Structural equation models (SEMs) demonstrated that intercultural learning goals, intercultural self-efficacy, and intercultural intrinsic interest form the latent factor forethought phase. In line with composite models of intercultural competence, the intercultural learning goals had a three-factor structure (knowledge domain, attitude domain, communication domain). Self-monitoring, self-recording, and self-experimentation form the latent factor performance phase. Mediation analyses provided initial evidence of the existence of two distinct learning cycles: (1) The forethought phase precedes the performance phase which precedes both self-evaluation and success attribution on intercultural competence (constructs of the self-reflection phase). (2) The performance phase precedes optimizing future learning (construct of the self-reflection phase) which precedes the forethought phase indicating the emergence of a future learning action. The theoretical and practical value of the newly developed self-assessment of intercultural competence is discussed.

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.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

Anticipatory Consciousness: A Learning Paradigm Revisited for College Students

NASPA Journal ◽  
2001 ◽  
Vol 39 (1) ◽  
pp. 1-12
Author(s):  
Eileen Hulme
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Learning Process ◽  
Learning Paradigm

Levine and Cureton's recent study of the nature of today's college students has revealed the importance of teaching hope as a means of empowering the transitional generation now attending college (1998, p. 9). The purpose of this qualitative study is to reveal from the perspective of 32 college students the nature of hope and despair and its effect on the learning process.

scholarly journals Developing shared communication practices: A study of BELF in multinational team meetings

2020 ◽  
Vol 9 (1) ◽  
pp. 131-153
Author(s):  
Tone Holt Nielsen
Keyword(s):  
Multinational Corporations ◽  
Common Ground ◽  
Linguistic Diversity ◽  
Participant Observation ◽  
Cultural And Linguistic Diversity ◽  
Team Members ◽  
Team Meetings ◽  
Complex Interactions ◽  
Language Research ◽  
Communication Practices

AbstractA growing number of Multinational Corporations (MNCs) adopt English as their official corporate language. Research on English used as a business lingua franca (BELF) in such contexts shows how its use is negotiated, context dependent, and influenced by cultural and linguistic diversity. Multinational teams (MNTs) are legion within MNCs, and need to find efficient ways of communicating across their diversity, in particular in demanding and complex interactions such as meetings. This case study uses non-participant observation and interviews to study how one MNT has developed shared BELF communication practices for meetings. It examines the BELF communication practices in both the MNC context and at the team level. The analysis of the data shows that team members were highly aware of the challenges posed by cultural and linguistic diversity, and how they developed their local communication practices by processes of developing common ground, building trust, and good leadership.

Multilingualism and the Ideal of Unity in Diversity in the European Union. Key Concepts and Context

2020 ◽  
Vol 65 (2) ◽  
pp. 265-282
Author(s):  
Roxana-Maria Nistor-Gâz ◽  
Delia Pop-Flanja
Keyword(s):  
European Union ◽  
Cultural Diversity ◽  
Linguistic Diversity ◽  
Point Of View ◽  
The European Union ◽  
Cultural And Linguistic Diversity ◽  
Tower Of Babel ◽  
Key Concepts ◽  
Unity In Diversity ◽  
The Ideal

"In a world challenged by cultural diversity, this article aims to look at the great diversity of languages and cultures that coexist within the European Union. Building on the story of the Tower of Babel that explains, from a religious point of view, the cultural and linguistic diversity existing in the European Union, the authors tried to contextualize EU’s motto of “unity in diversity”, interpreted as an ideal involving a lot of effort and sometimes even many conflicts, but one that we should all fight for and strive to maintain. Keywords: linguistic diversity, ethnicity, nation, minority, majority, communication, unity in diversity"

scholarly journals Cultural Empowerment and Language: Teaching Spanish to the Socially Disadvantaged Amazigh Population through the Alehop Programme

2017 ◽  
Vol 13 (10) ◽  
pp. 43
Author(s):  
Elvira Molina-Fernández ◽  
Fernando Barragán Medero ◽  
David Pérez-Jorge ◽  
Francisco Oda-Ángel
Keyword(s):  
Human Rights ◽  
Everyday Life ◽  
Primary Education ◽  
Linguistic Diversity ◽  
Social Issues ◽  
Research Programme ◽  
School Life ◽  
Cultural And Linguistic Diversity ◽  
Socially Disadvantaged ◽  
Cultural Empowerment

This article describes an action research programme designed to resolve classroom problems, in preschool and primary education, related to the use of Spanish as a hegemonic language in a bilingual context in which students are from the Amazigh culture. The Alehop programme aims to motivate students to learn and the results demonstrate that this classroom innovation is possible. Moreover, the use of everyday life situations and typical problems helps and favours enquiry-based learning. Intercultural school life without violence is shown to be possible. Strategies include giving voice to the students, addressing relevant social issues, and creating an environment of trust and collaboration. An evaluation of the results validates a methodology that encourages cultural and linguistic diversity, and points to a need to respect the autonomy, freedom and human rights of students in politically and economically disadvantaged conditions. Empowerment is linked to the autonomy of students and teachers.

scholarly journals A study of how uncertainty emerges in the uncertainty-embedded innovation process

2019 ◽  
Vol 7 (1) ◽  
pp. 46-79
Author(s):  
Sabrina Luthfa
Keyword(s):  
Qualitative Study ◽  
Conceptual Model ◽  
Innovation Process ◽  
Structure Model ◽  
Related Activity ◽  
Activity Structure ◽  
The Creation ◽  
Critical Chain ◽  
Innovation Processes ◽  
Over Time

This paper aims to understand about how uncertainty emerges in the innovation process. Since uncertainty is embedded in the innovation process, to understand how uncertainty emerges in the process one needs to understand how innovation process unfolds over time. Since an innovation process involves various resource recombination activities occurring in several phases, to understand how innovation process unfolds one needs understand “how do various resource recombination activities occur over time for the creation of novelty?” This knowledge would enable us to understand the conditions under which vital activities of resource recombination can/cannot be undertaken and coordinated as well as would allow us to understand the underlying decisions made by the innovators for their efficient undertaking and coordination. This paper investigates the innovation process in two companies through performing qualitative study. The innovation processes are analysed in the light of a conceptual model developed based on the Dubois’ (1994) End-product related activity structure model, Håkansson’s (1987) “ARA model” and Goldratt’s (1997) “Critical chain concept”. The findings suggest that uncertainty emerges in the innovation process in a cycle of interaction with resource void, activity void and actors’ limited cognition due to lack of knowledge, undue optimism, and rationally justified reason for disregarding information. Accordingly, a great deal of compromises is made while undertaking the activities.

scholarly journals Ways to overcome difficulties in learning physics

2021 ◽  
Vol 7 (3D) ◽  
pp. 84-91
Author(s):  
Nakhchivan Yusub Oglu Seferov
Keyword(s):  
Learning Process ◽  
Learning System ◽  
Learning Technology ◽  
Unified Approach ◽  
The Creation ◽  
Teaching Physics

A system of teaching Physics with a unified approach has been created, and the creation methodology of this pedagogical system was explained. An analogy was established between the elements of the system and those of the tree, hence why the learning process was constructed in the form of a tree (“Learning Tree”). The synergetics of the developed learning system was shown; it was determined that it adequately met the criteria of learning technology.

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