Intercultural Programming Without Intercultural Competence

2020 ◽  
pp. 880-901
Author(s):  
Emily Spitzman
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Competence ◽  
Research Study ◽  
Competence Development ◽  
Domestic Students ◽  
Culture Learning ◽  
Specific Nature ◽  
Language And Culture ◽  
Conversation Partner

While there are many studies pointing to the need for international students to interact with domestic students for language and culture learning, there are very few studies exploring these interactions across cultures and how to best facilitate them. The author of this chapter provides an overview of the literature on intercultural competence development in higher education, and then explains a research study exploring a Conversation Partner Program, pairing international and domestic students together for weekly conversations. Through analysis of interviews and conversations between partners, it became clear that intercultural competence was not likely to develop between the partners. Unique to this study are the discursive features of this lack of intercultural competence as well as the situated, relational and discourse-specific nature of the exploration of interaction.

Intercultural Programming without Intercultural Competence

2016 ◽  
pp. 143-163 ◽  
Author(s):  
Emily Spitzman
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Competence ◽  
Research Study ◽  
Competence Development ◽  
Domestic Students ◽  
Culture Learning ◽  
Specific Nature ◽  
Language And Culture ◽  
Conversation Partner

While there are many studies pointing to the need for international students to interact with domestic students for language and culture learning, there are very few studies exploring these interactions across cultures and how to best facilitate them. The author of this chapter provides an overview of the literature on intercultural competence development in higher education, and then explains a research study exploring a Conversation Partner Program, pairing international and domestic students together for weekly conversations. Through analysis of interviews and conversations between partners, it became clear that intercultural competence was not likely to develop between the partners. Unique to this study are the discursive features of this lack of intercultural competence as well as the situated, relational and discourse-specific nature of the exploration of interaction.

scholarly journals Development of Intercultural Competence as a Result of Internationalization-at-Home Initiatives in Japan's Top Global Universities

2020 ◽  
Vol 11 (Winter) ◽  
pp. 114-117
Author(s):  
Ana Sofia Hofmeyr
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Competence ◽  
Domestic Students ◽  
Japanese Students ◽  
Internationalization At Home ◽  
The Impact ◽  
Meaningful Interaction ◽  
At Home

The internationalization of higher education institutions has grown parallel to an increasing need to foster an interculturally competent workforce. In Japan, efforts to internationalize have focused primarily on mobility programmes, often neglecting the impact of internationalization-at-home initiatives. Yet, while numbers of incoming international students continue to increase, the number of Japanese students going abroad in mid- to long-term programs is decreasing. This article describes a PhD project aiming to address gaps in the literature by investigating the impact of at-home strategies on domestic students’ intercultural competence, ultimately contributing to the optimization of programs that promote meaningful interaction between domestic and international students.

scholarly journals Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Emily Spitzman ◽  
Michael Waugh
Keyword(s):  
Intercultural Competence ◽  
Competence Development ◽  
Ethnographic Study ◽  
Domestic Students ◽  
Faculty And Staff ◽  
Conversation Partner

This article describes the origin and curriculum of Identity Dialogues, a program which facilitates conversations about power and privilege among international and domestic students. It was developed as a result of findings from an ethnographic study of an unstructured conversation partner program at the same institution. The study found that power-laden issues were influencing the interactions and confirmed that intercultural competence development has to be actively facilitated (Bennett, 2009). Identity Dialogues sessions start with an examination of participants’ own cultural histories and then they are guided to analyze stereotypes and microaggressions. Finally, participants create action steps for fostering intercultural competence in their communities.

scholarly journals Building Bridges Across the International Divide: Fostering Meaningful Cross-Cultural Interactions Between Domestic and International Students

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
CindyAnn Rose-Redwood ◽  
Reuben Rose-Redwood
Keyword(s):  
Higher Education ◽  
International Students ◽  
Social Interactions ◽  
International Student ◽  
The United States ◽  
Cross Cultural ◽  
First Century ◽  
Domestic Students ◽  
Conversation Partner ◽  
Cultural Interactions

In this article, we consider the ways in which both formal and informal social practices at colleges and universities can lead domestic and international students to engage in meaningful cross-cultural interactions. Employing a narrative-based approach, we reflect upon our own personal experiences as domestic students who developed close friendships with international students at two higher education institutions in the United States at the turn of the twenty-first century. In one case, an internationalfriendship  grew from a formal, university-sponsored conversation partner program organized by the university’s international office, and, in the other case, a close friendship with an international student emerged through informal social interactions on a college campus. Taken together, these cases suggest that higher education settings have the potential to be spaces of meaningful cross-cultural interaction. However, this requires an active commitment on the part of both domestic and international students to engage in social interactions across the international divide.

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 Pursuing goals of sustainable development and internationalization in higher education context

2021 ◽  
Vol 296 ◽  
pp. 08024
Author(s):  
Elena Makarova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
International Students ◽  
Extracurricular Activities ◽  
Intercultural Competence ◽  
Sustainable Development Goals ◽  
Cross Cultural Communication ◽  
Leading Role ◽  
Development Goals ◽  
Internationalization In Higher Education

The article concerns internationalization of higher education as a factor for pursuing sustainable development goals by developing university students’ global competences. A review of modern research on internationalization processes in different national contexts allowed to highlight the main challenges of interaction between domestic and international students as well as discuss possible solutions. Analyses of survey results, aimed at identifying the factors preventing effective cross-cultural communication in a non-linguistic Russian university, confirm the demand for students’ development of intercultural competence, which is considered to be most effective through the study of a foreign language. The paper shows significance of involvement of Russian and international students in joint classroom and extracurricular activities, which can become the basis for their future international cooperation in the field of implementation of innovative technologies and foster sustainable development goals. The leading role of university foreign languages departments in tackling issues of university internationalization is emphasized.

DEVELOPMENT OF DIALECTIC THINKING IN THE SPACEOF LANGUAGE AND CULTURE STUDY IN HIGHER EDUCATION INSTITUTION

2019 ◽  
Author(s):  
Evgeny Krasheninnikov
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Competence Development ◽  
Culture Study ◽  
Higher Education Institution ◽  
Language Competence ◽  
Language And Culture ◽  
Dialectical Approach ◽  
Mental Actions

The article discusses the problems of language competence development in the context of applying structural-dialectical approach. The author uses the method of constructing dialectical tasks which form the space of opportunities for the use of dialectical mental actions.

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