scholarly journals Culture Studies: A Bridge from Native Cultural Content to Learners’ Intercultural Competence

2005 ◽  
Vol 1 (1-2 (1)) ◽  
pp. 87-89
Author(s):  
Gayane Gasparyan
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural History ◽  
Intercultural Competence ◽  
New World ◽  
University Teaching ◽  
Special Importance ◽  
Culture Studies ◽  
Traditional Grammar ◽  
The University

In recent decades the use of communicative methods of foreign language teaching has resulted in tangible changes and teaching has focused on the content of public culture and the further development of its intercultural approach. The traditional grammar-translation method with its linguistic restrictions has developed into a wider methodology of teaching based on the model of “language within culture”/ “culture within language”. The use of this model gives preference to the social environment of the given language in the context of its cultural history, norms and values.The idea of the creation of a “New World” forces the learner to feel more confident in different environments of interchangeable cultures and get acquainted with new cultural values. The university teaching course Culture Studies promotes the so-called “cultural competence” and the perception of a foreign language in the extralinguistic features of “the new world” attaching special importance to the development of intercultural knowledge.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

Santería grand slam: Afro-Cuban religious studies and the study of Afro-Cuban religion

2008 ◽  
Vol 79 (3-4) ◽  
pp. 281-300 ◽  
Author(s):  
Stephan Palmié
Keyword(s):  
Cultural History ◽  
New World ◽  
Cultural Practices ◽  
Smithsonian Institution ◽  
Religious Studies ◽  
Religious Culture ◽  
Washington Dc ◽  
Vantage Points ◽  
The University ◽  
University Of Chicago Press

[First paragraph]Living Santería: Rituals and Experiences in an Afro-Cuban Religion. MICHAEL ATWOOD MASON. Washington DC: Smithsonian Institution Press, 2002. ix + 165 pp. (Paper US$ 16.95)Divine Utterances: The Performance of Afro-Cuban Santería. KATHERINE J. HAGEDORN. Washington DC: Smithsonian Institution Press, 2001. xvi + 296 pp. (Cloth US$ 40.00)The Light Inside: Abakuá Society Arts and Cuban Cultural History. DAVID H. BROWN. Washington DC: Smithsonian Institution Press, 2003. xix + 286 pp. (Cloth US$ 44.23)Santería Enthroned: Art, Ritual, and Innovation in an Afro-Cuban Religion. DAVID H. BROWN. Chicago: The University of Chicago Press, 2003. xx + 413 pp. (Paper US$ 38.00)Ethnographic objects behave in curious ways. Although they clearly are “our constructions,” field sites and even topically circumscribed (rather than spatially delimited) ethnographic problems lead double lives: places and problems change not merely because they factually undergo historical changes, but because researchers come to them from historically no less changeable epistemic vantage points. One can imagine generational cohorts of ethnographers marching across the same geographically or thematically defined terrain and seeing different things – not just because of substantial changes that have factually occurred, but because they have come to ask different questions. The process obviously has its dialectical moments. The figures we inscribe in writing from fleeting observations (based on changing theoretical conceptions) are no less subject to history than the empirical grounds from which our discursive efforts call them forth. The result is a curious imbrication of partially autonomous, but also partly overlapping, historicities of lives and texts which, at times, are more difficult to keep apart than it would seem at first glance. At least in the study of Afro-Cuban religious culture, the two practical and discursive fields – one circumscribed by the practical, but perhaps misleading label “Afro-Cuban religion,”1 and the other designated by whatever term one might like to affix to the study of it – cannot be easily separated: much as in the Brazilian case (Braga 1995, Capone 1999, Matory 1999, 2001), practitioners of Afro-Cuban religions and their ethnographers have engaged each other in a dialogue since at least the second decade of the twentieth century. That it took us so long to understand this fact has much to do with the way both “Afro-Cuban religion” and “Afro-Cuban ethnography” originally (and lastingly) became discursively objectified: the former largely under the sign of a search for “authentically African” elements in New World cultural practices, the second as an instrument for “verifying” (and thereby authorizing) such “Africanisms” (Scott 1991).

scholarly journals Joe’s Laundry: Using Critical Incidents to Develop Intercultural and Foreign Language Competence in Study Abroad and Beyond

2018 ◽  
Vol 30 (2) ◽  
pp. 47-62
Author(s):  
Tama Lea Engelking
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Thinking Skills ◽  
Target Language ◽  
Intercultural Training ◽  
Language Competence ◽  
Training Tool

The development of intercultural competence and foreign language skills in study abroad and the FL classroom is often seen as an either/or proposition due to lack of time, training or the availability of materials in the target language. The Critical Incident method (CI) provides an example of an intercultural training tool that can link these competencies in ways that are developmentally appropriate for the FL and IC levels of the students. This method uses authentic intercultural mishaps to develop critical thinking skills as students reflect on the cultural values and attitudes underlying the experience. Drawing on research in study abroad FL pedagogy, this paper describes the CI method, provides a review of best practices in the context of study abroad, and develops an example of a CI from a study abroad program in France to illustrate how cultural incidents can be used to promote both intercultural and foreign language competence.

scholarly journals Intercultural approach to teaching Russian as a foreign language (on an example of Astrakhan State Medical University)

2021 ◽  
Vol 94 ◽  
pp. 02008
Author(s):  
Alfiya Satretdinova ◽  
Zinaida Penskaya
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Extracurricular Activities ◽  
Russian Federation ◽  
Intercultural Competence ◽  
Foreign Students ◽  
Social Significance ◽  
The Russian Federation ◽  
The University ◽  
Medical University

The article highlights some problems of multicultural education in Russia. The intercultural approach is considered in the context of teaching Russian as a foreign language. The work offers various forms of intercultural education. The structure of a training textbook with a multimedia application for foreign students "Welcome to Astrakhan!" is presented. In addition, the authors offer their own experience in organizing and conducting extracurricular activities, in particular an international forum of students "Be with us! Speak Russian!» on the basis of the Astrakhan State Medical University in which more than 6000 students from 32 regions of the Russian Federation and about 2000 students from 56 countries of the near and far abroad are annually studied. The University provides training in three languages (Russian, English, and French) aimed at improving communication skills and developing intercultural competence. The study revealed that extracurricular activities increase students' interest in Russian and contribute to the harmonization of relations between students in a group. Social significance of the presented projects is to create a positive image of the Astrakhan region and the Russian Federation as a whole abroad, as well as, to strengthen a position of Astrakhan universities in the international market.

scholarly journals Le développement de la compétence interculturelle dans l’enseignement du français professionnel à l’université

2018 ◽  
pp. 24-40
Author(s):  
Alina Ganea
Keyword(s):  
Foreign Language ◽  
Labour Market ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Teaching ◽  
Course Content ◽  
Marché Du Travail

Cette étude interpelle une problématique incontournable tenant à l’enseignement à l’université, à savoir l’adaptation continue aux exigences du marché du travail, ce qui se traduit au niveau des contenus par une mise en concordance des objectifs d’enseignement avec les compétences professionnelles requises. Au niveau de l’enseignement d’une langue étrangère à des fins professionnelles, cette mise en concordance implique, entre autres, l’intégration de la dimension interculturelle dans les contenus dispensés afin de munir l’étudiant des compétences nécessaires pour qu’il/elle puisse (inter)agir dans le contexte multiculturel actuel du marché du travail. Dans ce contexte, cette étude propose, dans un premier temps, un retour théorique sur les concepts culture et interculturel envisagés comme des balises significatives dans l’enseignement actuel des langues étrangères et qui précisent, par les compétences spécifiques à atteindre, les nouvelles exigences auxquelles l’enseignement d’une langue étrangère doit satisfaire. Notre recherche se poursuit par un retour sur les spécificités de l’enseignement d’une langue étrangère à des fins professionnelles et fournira une proposition concrète d’alignement des contenus enseignés dans le cours Langues modernes (français) pour la filière de médecine de notre université aux objectifs de la compétence interculturelle. Une proposition de programme contenant des activités visant l’interculturel articulées autour des contenus initialement proposés pour cette spécialisation sera avancée. Developing intercultural competence in teaching French for professional purposes at university Our study investigates an essential problem related to university teaching, namely continuous adaptation to the labour market standards and requirements, which at the curriculum level involves a correlation between learning objectives and competency profile requested and expected in the professional world. With respect to foreign language teaching for professional purposes, this correlation implies, among other things, the integration of intercultural dimension in the contents taught in order to provide the student with necessary skills and enabling him/her able to efficiently (inter)act in today’s multicultural labour market, and finally meet the needs of contemporary world. In this context, our research firstly offers a theoretical approach to the concepts of culture and interculturel, which are envisaged as landmarks in today’s foreign language teaching philosophy and which specify, through their specific objectives to be achieved, new standards that foreign language teaching must comply with. Our study also offers a theoretical framework to the particularities of foreign language teaching for professional purposes. This enables us to reformulate the initial objectives associated to foreign language for professional purposes by integrating the objectives related to the development of intercultural competence. Finally, this study also proposes a concrete course content of medical French based on the course already delivered to the students studying medicine in Dunarea de Jos University of Galati. The course has been remodelled so as to meet the objectives of intercultural competence. In doing so, we firstly analysed the topics included in the course content with respect to aspects related to culture or intercultural communication, and afterwards we provided a list of cultural- and intercultural communication-oriented topics that could be articulated around the already proposed content of a French course for medicine. This proposal is also accompanied by a series of methodological recommendations that should be taken into consideration prior to designing a course for medical French. Key words: French for professional purposes; culture; intercultural; competence; teaching and learning.

scholarly journals Santería grand slam: Afro-Cuban religious studies and the study of Afro-Cuban religion

2005 ◽  
Vol 79 (3-4) ◽  
pp. 281-300
Author(s):  
Stephan Palmié
Keyword(s):  
Cultural History ◽  
New World ◽  
Cultural Practices ◽  
Smithsonian Institution ◽  
Religious Studies ◽  
Religious Culture ◽  
Washington Dc ◽  
Vantage Points ◽  
The University ◽  
University Of Chicago Press

[First paragraph]Living Santería: Rituals and Experiences in an Afro-Cuban Religion. MICHAEL ATWOOD MASON. Washington DC: Smithsonian Institution Press, 2002. ix + 165 pp. (Paper US$ 16.95)Divine Utterances: The Performance of Afro-Cuban Santería. KATHERINE J. HAGEDORN. Washington DC: Smithsonian Institution Press, 2001. xvi + 296 pp. (Cloth US$ 40.00)The Light Inside: Abakuá Society Arts and Cuban Cultural History. DAVID H. BROWN. Washington DC: Smithsonian Institution Press, 2003. xix + 286 pp. (Cloth US$ 44.23)Santería Enthroned: Art, Ritual, and Innovation in an Afro-Cuban Religion. DAVID H. BROWN. Chicago: The University of Chicago Press, 2003. xx + 413 pp. (Paper US$ 38.00)Ethnographic objects behave in curious ways. Although they clearly are “our constructions,” field sites and even topically circumscribed (rather than spatially delimited) ethnographic problems lead double lives: places and problems change not merely because they factually undergo historical changes, but because researchers come to them from historically no less changeable epistemic vantage points. One can imagine generational cohorts of ethnographers marching across the same geographically or thematically defined terrain and seeing different things – not just because of substantial changes that have factually occurred, but because they have come to ask different questions. The process obviously has its dialectical moments. The figures we inscribe in writing from fleeting observations (based on changing theoretical conceptions) are no less subject to history than the empirical grounds from which our discursive efforts call them forth. The result is a curious imbrication of partially autonomous, but also partly overlapping, historicities of lives and texts which, at times, are more difficult to keep apart than it would seem at first glance. At least in the study of Afro-Cuban religious culture, the two practical and discursive fields – one circumscribed by the practical, but perhaps misleading label “Afro-Cuban religion,”1 and the other designated by whatever term one might like to affix to the study of it – cannot be easily separated: much as in the Brazilian case (Braga 1995, Capone 1999, Matory 1999, 2001), practitioners of Afro-Cuban religions and their ethnographers have engaged each other in a dialogue since at least the second decade of the twentieth century. That it took us so long to understand this fact has much to do with the way both “Afro-Cuban religion” and “Afro-Cuban ethnography” originally (and lastingly) became discursively objectified: the former largely under the sign of a search for “authentically African” elements in New World cultural practices, the second as an instrument for “verifying” (and thereby authorizing) such “Africanisms” (Scott 1991).

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

The University and the New World

1962 ◽  
Author(s):  
Howard Jones ◽  
David Riesman ◽  
Robert Ulich
Keyword(s):  
New World ◽  
The University

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

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