Aspects Of Intercultural Competence Research Articles

Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy

ABSTRACT Universities around the world are attracting students and educators from increasingly diverse cultural and linguistic backgrounds, which presents an exciting but complex context in which teaching and learning activities take place. An important aspect of educational practice is feedback, but there is evidence that there is often dissatisfaction among students about the feedback practices they experience. We argue that this situation is exacerbated by the lack of attention that has been paid to cultural and linguistic factors in feedback processes, particularly in highly internationalised institutions. We begin by exploring the complex concepts of culture and intercultural competence before providing an overview of some of the recent work on feedback literacy from student and teacher perspectives. We then make the case for an intercultural dimension, introducing the concept of intercultural feedback literacy. We conclude by presenting a model of how aspects of intercultural competence can enhance the practices of feedback literate students and teachers.

DIVERSITY AND INTERCULTURAL COMPETENCE FOR SUSTAINABLE COMMUNITY DEVELOPMENT

The relevance of the research topic is that modern societies are diverse and face several challenges that appear to threaten sustainable community development. Many of them are related to diversity and intercultural communication issues. The purpose of the article is to determine the main aspects and practical applications of diversity and intercultural competence in the focus of community sustainable development. The objectives are to look through recent publications dedicated to the various aspects of intercultural competence and diversity competence; to analyze and summarize the models of intercultural communication and competence described in recent publications, as well as diversity competences; to formulate the basic principles of diversity management for sustainable development of educational and business communities. Study results. The article outlines the main features of different models of intercultural and diversity competence. The main approaches to intercultural and diversity competence in the educational and business spheres are investigated. A set of key values and key diversity competencies is presented. Part of the study of social cohesion was the change in the parameters of intercultural and diversity competence in a crisis society. Methodology of the research. The theoretical foundations of diversity management are based on a comparative analysis of recent publications on this issue and the results of modern social practice of organizations in the field of diversity management. The methodological and practical foundations of the above research are based on the previous intercultural and social cohesion studies at the National Pedagogical Dragomanov University (now Ukrainian State Dragomanov University). The Social Cohesion Radar Model has been adopted for practical research in the educational community. This made it possible to present some indicators of social cohesion – "acceptance of diversity" and "trust" as key factors for successful communication, social relations, and, consequently, community development. This model provides an understanding of "acceptance of diversity" and "trust" as key components of social cohesion and monitoring their status in different situations of social challenges, including the challenges of the war in Ukraine and the pandemic. A working analogy of the Diversity Radar model for monitoring and assessing diversity intelligence in a community is presented. Practical significance of the research. The study identified the level of acceptance of multicultural diversity in the community and outlined weaknesses for further strengthening with appropriate social and educational tools. The article collects and analyzes various diversity competencies and practical steps to develop diverse and sustainable communities, especially educational ones.

Developing EFL Learners’ Pragmatic Competence through a Blended Learning Model: A Quasi-Experimental Study

In the era of globalization, EFL (English as a Foreign Language) teachers have nominated to weld EFL instruction and aspects of intercultural competence together. Howbeit, the literature on the topic promulgates that procuring pragmatic competence remains a high-priority quest for EFL learners worldwide. This paper delineates the use of a blended learning model to teach pragmatic competence in an EFL context. This quasi-experimental study sought to probe into the potential of a blended learning model on participants’ levels of pragmatic competence. 62 students from a junior high school participated in the study. 32 participants belonged to the control group and 30 participants belonged to the experimental group. The main findings demonstrated that the three-week blended learning model resulted in a statistically significant impact on participants’ levels of pragmatic competence; that is, the experimental group participants (M=16.40; SD=2.54) remarkably outperformed the control group participants (M=11.87; SD=3.49) on the posttest. This implies that foreign language teachers are highly encouraged to attach much importance to amalgamating classroom teaching and the use of interactive websites (blended learning) as a way to develop the pragmatic competence of language learners.

INTERCULTURAL COMPETENCE AS A PART OF READYNESS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS FOR INTERCULTURAL COMMUNICATION

The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified.
 Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.

THE DEVELOPMENT OF INTERCULTURAL COMPETENCE AS AN ESSENTIAL ELEMENT IN LEARNING EFL

Many language scientists made some research on English as a foreign language that has focused on aspects of intercultural competence. Furthermore, the paper focuses on the teaching and learning of English as a foreign language in Uzbekistan, Karakalpakstan in the higher education sectors and examines how the targets culture and intercultural competence are constructed and understood by learners. Also, the paper also considers the notion of intercultural communication and learning as arising from a seamless interaction. The author points out that English as a foreign language in higher education can provide resources for developing intercultural dimensions of learning. The paper concludes by stressing that changes in approach to teaching and learning English are increasingly necessary because of the rapid changes that are taking place in the globe.

Critical dimensions of ethical competence in intercultural religious education: An analysis with special regard to three Scandinavian curricular arenas

The central theme in the discussion of how education about religion can, and should, be developed in pluralistic societies concerns challenges and opportunities involving intercultural religious education (RE). One example is Robert Jackson’s report Signposts, commissioned by the Council of Europe, in which various aspects of intercultural competence are captured and made visible regarding a religious didactic context. Here, different dimensions of what can be described as ‘ethical competence’ appear to be central. In this article, the interpretive approach, strongly connected with Jackson, is considered to be in need of a development of a theoretical framing of forceful strategies for handling ethical challenges taking place in multicultural, multireligious and multi-confessional classrooms. It is argued that such strategies will depend on a careful analysis of the concept of ethical competence. A theoretical platform for the argument is presented with reference to James Rest’s analysis of ethical competence, which is shown to be relevant to an examination of how the concept of ethical competence can contribute to the development of strategies for teaching intercultural RE. As a basis for this examination, the Danish, Finnish and Norwegian syllabuses for compulsory school RE are analysed regarding how they express conceptions of ethical competence. This selection shaped the curricular arena of the investigation as being non-confessional, whilst simultaneously, more or less explicitly, resting on a shared historical Protestant anchorage. This twofold interpretation is shown to allow for an analysis of ethical competence, in relation to which an identification of certain prerequisites for developing strategies for teaching intercultural RE is possible.

La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas

Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the foreign language classroom in higher education. Different cooperative activities favoring the acquisition of intercultural competence were designed, and a cooperative methodology was chosen to make it easier for students to have an active role and acquire social competences. In addition, a survey was prepared to know the opinion of students on different aspects of intercultural competence. The students participating in the study were enrolled in the English Language V mandatory course, in the third year of the degree in English Studies. The results presented are significant, thanks to the importance students attach to this competence, and to how they appreciate working with it in the proposed activities. It is concluded that it is essential to introduce this competence in the twenty-first century, so that students grow as global citizens and teaching is linked to social demands.

From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence

AbstractWe investigated intercultural competence among immigrant and non‐immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years (Mage = 13.69 years, SDage = 1.83). Intercultural competence was measured using a self‐report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self‐report questionnaires. Results showed that among immigrant and non‐immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence. As predicted, self‐reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills.

‘Lunchtimes in New Zealand are cruel’: reflection as a tool for developing language learners’ intercultural competence

ABSTRACTReflection as a tool for the development of an intercultural dimension in language learning is mentioned to varying degrees in curriculum documents, guidelines and the literature. While there is a call for teachers to encourage language learners to engage in reflection for the development of intercultural competence (IC), studies show it can be challenging to implement in the classroom. This paper considers the extent to which language teachers in New Zealand schools provided opportunities for learners to develop aspects of IC through reflection. Findings from a nationwide survey and interviews with teachers of six foreign languages indicate that many teachers were limited in both their understanding and use of reflection as a learning tool. However, two examples are given of how teachers did provide opportunities that encouraged their learners to reflect on their own culture and on the culture of others. From examples, we summarise strategies that may assist in scaffolding learners into reflection, and call for focussed language teacher professional development.

Managing cultural and linguistic diversity in multiple organisational settings: editorial

Intercultural communication is a fast growing interdisciplinary research field. It addresses the complicated problem of intercultural contact. Its interdisciplinary character leads to the four types of approaches which build on each other: (1) contrastive analysis, (2) imagology, (3) interaction analysis and (4) transfer analysis. In this special issue, PhD projects and Master Theses based on these types of analyses are presented in relation to each other. The studies are mostly exploratory because there are several methods and concepts that are readily applicable in this relatively new field. However, the studies show the relevance of each of these methods of analysis. The contrastive analysis supplies insights necessary for an interaction analysis since the latter detects the effects of cultural differences in the ongoing discourse. Moreover, the interaction analysis investigates structures that cannot be traced back to any of the cultures in contact because these structures emerge from the contact itself. The results of both contrast and interaction analysis are necessary to study how aspects of intercultural competence can be taught and learned, which is the focus of transfer analysis.

A Study of Engineering Students' Intercultural Competence and Its Implications for Teaching

Research problem: The purpose of this study is to examine US engineering students' intercultural competence and its pedagogical implications. Three research questions are addressed: (1) What are engineering students' levels of awareness and sensitivity toward intercultural communication? (2) What are their perceived needs in learning intercultural communication? (3) Given these findings, what are some useful approaches and methods to teach intercultural communication in the engineering communication service class? Literature review: The literature review examines current studies on US engineering students' intercultural competence and establishes the scope of the study: intercultural awareness and sensitivity. The researcher consulted literature in intercultural studies, international education, and engineering education. Methodology: The researcher conducted a mixed method study, using surveys, textual analysis, and interviews. Two-hundred seventy-two engineering undergraduates at a Midwestern public university participated in the study. Participants were recruited from an engineering communication class. Data were collected through survey instruments, written responses to cross-cultural dialogs and critical incidents, and interviews. Both qualitative and quantitative analyses were performed. Results and discussion: Participants exhibited vague and passive awareness of intercultural communication, average to high intercultural sensitivity (subject to self-assessment and social desirability bias), and partial acceptance of intercultural communication education. Based on these findings, the researcher suggests a cultural-general approach to teaching intercultural competence in engineering communication service classes. The study is limited to research participants at one institution and two aspects of intercultural competence. Future studies can involve diverse research participants, address more aspects of intercultural competence, and examine the use of cultural-general teaching methods in the classroom.

Interculturele Communicatie

Intercultural communication is a fast growing interdisciplinary research field. Its interdisciplinary character leads to four types of linguistic analysis which build on each other: 1. contrastive analysis, 2. interlanguage analysis, 3. interaction analysis, 4. transfer analysis. In this article, Master theses using these types of analyses (except the interlanguage analysis) are presented in relation to each other. The studies are mosdy explorative because there are few methods, concepts that are readily applicable in this relatively new field. However, the studies show the relevance of each of the methods of analysis. The contrast of analysis supplies insights necessary for an interaction analysis, since the latter detects the effects of cultural differences in ongoing discourse. Moreover, the interaction analysis investigates structures that can not be traced back to the cultures in contact and result from the contact itself. The results of both contrast and interaction analysis are necessary to study how aspects of intercultural competence can be taught and learned, which the focus of transfer analysis is.