Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia

Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.

L'hexagone?

In this chapter the authors seek to investigate how undergraduates in French translation classes can be taught to identify and move beyond their own individual cultural identities to improve intercultural and linguistic competences. Language students must “reflect on the world and themselves through the lens of another language and culture” (MLA, 2007). The authors confirm their observations, that students are unaware of cultural assumptions made when transferring lexical items from one language to another, through a series of studies. These documented studies inform strategies they develop to help students attain the high level of intercultural and linguistic competences expected. The authors discuss how the diversity of student identity has an impact on cultural approaches to translation. The authors draw on Iceberg theory (Hall, 1976) and Byram, Kramsch and Olk's work. They review methodologies including the translation of specific lexical items and also back translation. They analyse the resulting data and conclude with further points for reflection and potential methodologies.

Enhancing the Australian Doctoral Experience

Culture and identity play a significant role in the education of Indigenous and non-Western doctoral students. While a substantial body of literature explores interpersonal communication in doctoral supervision, it remains largely silent about how history impacts on doctoral students' identities and their potential for unique knowledge creation. This book chapter draws upon postcolonial/decolonial theories and life history methodologies in order to more effectively contextualise Indigenous and non-Western doctoral students' identities in Australia. These life histories include those outlined by the Indigenous and Chinese members of this team of authors as well as one life history interview with a migrant Asian student. Through careful theorisation of the interconnections between the life histories of our participants and their supervision experience, an inventory of supervision strategies will be distilled to improve intercultural supervision.

Reflective Game Designers

This chapter argues that the study of game design in higher education has the power to directly impact changes in the current culture of the computer game industry, doing so through the incorporation of reflective practice in coursework and teacher practice. Highlighting the unique challenges faced by computer game design faculty and programs, along with challenges students face when seeking employment post-graduation, the author frames questions of student culture and identity as they relate to discipline-specific traditions and the games industry. The discussion calls for the leveraging of the prior knowledge students have as players and many faculty have through industry experience, and concludes with recommendations for adopting reflective practice across computer game design in higher education.

Gender Equality Policy, Elites and Women Empowerment in Higher Education Institutions

Gender equality, and its resultant empowerment of women, is a recent phenomenon in Africa. This study examined two questions; 1) To what extent do the elites in Institutions of Higher Education practise gender equality to women empowerment? 2) What are the inhibitions of the contribution of higher education towards women empowerment? The study was qualitative and cross-sectional. Data was obtained from reports and semi-structured interviews, as well as 5 focus group discussions. Semi-structured interviews respondents included 20 academic and 20 support staff. Findings showed that there is still a gap to enable women participate on the same footing as men. Women empowerment in Education takes leadership interest, networks, meritocracy as well as women assertiveness. Limitations to gender equality policy implementation among elites in higher education are individual, social-cultural and economic. Higher education is characterised by stereotypes and retrogressive cultural beliefs which are subtly reproduced throughout the education system. The gender equality policy (2009) has been implemented in favour of men; therefore, the situation has to be improved with concerted efforts by the various stakeholders. Gender disaggregated data should be used in Higher Education to assess women empowerment as well as tracking both quantitative and qualitative women empowerment outcomes in higher education.

Internationalisation and Identity

This chapter begins with exploring the concept of student mobility historically. Very few studies seek to address students' existing identities and to trace the colonial impulses contained within discourses of internationalisation. Instead, much of the literature is premised on assumptions of the benefits of these programs. In particular, there is an oversimplification of student identities in explorations of student mobility programs. The authors critically synthesise the literature on discourses of internationalisation and develop a conceptual framework to extend present understandings of the impact of student mobility programs on student identity (re)formation. Also, the present New Colombo Plan will be analysed with particular focus on their construction of student identity. The chapter concludes with the argument that the acknowledgement of students' already existing diverse identities could be utilized in internationalisation programs on home campuses and provides a possible roadmap for future directions for outbound student mobility programs.

Emotions, Experience, and Identities in L2 Narrative Research

The main purpose of this study is to propose a more balanced approach in the conceptualizing of identity in the poststructuralist paradigm. Using gathered data, the study also offered a unique perspective on the intricate interplay in which learner identity and researcher identity are negotiated. A narrative analysis model is presented to offer transparency to the analytic process in narrative studies, and calls for a reflexive approach that is context-sensitive to the co-construction of interview interaction between the participant and the researcher. The use of ‘reflexive notes' at various stages of the research process is shown as a forceful vehicle that allows researchers to make explicit their assumptions, and evaluate how it shapes the interview interaction. In addition to the aim of the research, the study demonstrates how methodological choices, interests, subjectivities, and identities are intricately intertwined to influence the entire research process.

Institutional Culture and Identity

Our Doctoral Program in Educational Leadership aims to develop leaders whose fundamental leadership identity is grounded in the Catholic, Dominican tradition. The values, studium, and COR questions are detailed as part of the Dominican ethos. The chapter describes a process by which the comprehensive exams were replaced with a qualitative program assessment focused on building three identities: academic writer, scholarly researcher, and an Edgewood Leader. The Edgewood Leader identity is built upon the Dominican ethos and is the focus of this study. Three models of assessment and the literature on leadership development were used to implement this assessment system. The findings related to leadership identity growth are detailed. Conclusions regarding program themes, strengths and weaknesses are described. The discussion connects the Dominican culture and heritage operating at the institution and the leadership development literature to the program assessment system currently in place.

Empowering Learning Culture as Student Identity Construction in Higher Education

As a mean to enhance and improve students' understanding in terms of knowledge gaining and skill development in Higher Education (HE), learning culture enables them to reflect on what they have learnt, contemplate on their ideas and to take advantage of these activities to develop their skills and practices. This chapter will explore the empowerment of learning culture to strengthen the students' identity in HE. The findings reveal that attempts to promote learning culture involve three core stages: classroom management, global mind-set skills and intercultural competence (IC), which may become the basis to enhance their cultural identities while undertaking their studies in HE. Such valuable applications integrated may be incorporated an important stage to develop better performance on building students' identity in HE. This chapter is expected to contribute in offering further understanding in terms of quality critical thinking through fostering ethical, reflective and professional practices as an endeavour to further improve students' competencies.

Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision

Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.