Development Of Intercultural Competence Research Articles

Digital citizenship education – training opportunities for foreign language teachers

ABSTRACT According to the Council of Europe, educators lack awareness on the topic of digital citizenship education and its importance to educate youngsters to move critically in a highly digitalized world. It is a core component of Digital Citizenship Education (DCE) to promote democratic competences, including critical reflection, the development of social and intercultural competences, critical thinking and media literacy. Bearing this in mind, a Teacher Training Package (TTP) was developed, aiming to promote professional development and qualification of pre- and in-service Foreign Language teachers as well as teacher trainers, as far as DCE is concerned, namely, pedagogical methodologies, practices and resources. Our study focuses on the Free Online Training Course for Self-guided Professional Development (part of the TTP), which directly approaches teachers’ professional knowledge. The analysis of the Teaching Units designed by the teachers and of their final course reflections suggest the relevance of the training course for the teachers’ professional development. Those who took part in the course highlighted the pertinence of the topic and underlined the relevance of having had contact with theoretical information and resources, which allowed them not only to reflect on their current practices but also to consider ways of introducing DCE in their lessons.

Beyond borders: telecollaboration for internationalization at home in tertiary education

Guided by the framework of internationalization at home (IaH), this study employed a mixed-methods approach investigating the development of intercultural communicative competence (ICC) among a group of tertiary English as a Foreign Language (EFL) learners in Taiwan, facilitated through the means of telecollaboration. The telecollaboration incorporated 30 EFL learners and 30 learners of Chinese from Australia and New Zealand. Data collection encompassed EFL learners’ responses to a self-assessment questionnaire, their reflective essays, alongside instructors’ reflective journals. The findings showed that EFL learners held positive perceptions regarding their telecollaboration experience and reported substantial growth in ICC across three dimensions: cognitive, affective and behavioral. In applying various multimodal communication strategies, EFL learners realized and valued cultural similarities and differences. Their reflective accounts exhibited evidence of enhanced linguistic and cultural competences. The telecollaboration enabled them to increase their confidence in utilizing English, hone their digital literacy skills for effective communications, and establish conducive environments for their relational and emotional development with their teammates and instructors. The latter provided indispensable emotion in varying contingent situations. Incorporating the insights drawn from the instructors’ reflective journals, the study argues that telecollaboration as a pedagogical practice is the significant essence of effective IaH curriculum design and implementation.

Cross-Cultural Perspectives on Online Collaborative Learning in Germany

Purpose: The aim of the study was to investigate the cross-cultural perspectives on online collaborative learning in Germany.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: In Germany, online collaborative learning prioritizes structured environments and asynchronous communication to accommodate diverse schedules. Emphasis is placed on clear communication, punctuality, and achieving consensus through respectful dialogue. Educators stress the development of intercultural competence alongside disciplinary knowledge for effective cross-cultural engagement.
 Unique Contribution to Theory, Practice and Policy: Hofstede's cultural dimensions theory, social identity theory & communities of practice theory may be used to anchor future studies on the cross-cultural perspectives on online collaborative learning in Germany. Establish professional development programs that offer continuous training and support for educators to enhance their cultural competence and pedagogical skills in facilitating online collaborative learning. Advocate for the integration of cross-cultural competency standards into teacher education programs and accreditation requirements to ensure that educators are adequately prepared to address the needs of culturally diverse student populations in online collaborative learning environments.

Вопросы развития межкультурной коммуникации студентов в процессе глобализации высшего образования

The article considers global trends of higher education, the impact of academic exchanges between countries on the development and effectiveness of reforms in this field. It also analyzes the necessity of entering the process of deep international integration of higher education, the fact that academic exchanges in the context of globalization have created the need for the development of intercultural communicative competence among students, as well as the functions of its development. The integrative, axiological, psychological and organizational aspects of pedagogical activity are analyzed.

Taking innovative humanising pedagogy towards Thirdness: sustaining the development of intercultural competence

ABSTRACT To facilitate intercultural communicative competence, language learners are invited into the triadic capacity of Thirdness, where the social and critical interpretations of intercultural dialogue are explored. Little is known of the specific pedagogical stages to create such a terrain for the development of students’ sustainable intercultural competence. Situated within a tertiary-level English classroom in China, this study reveals how teachers can employ five pedagogical stages and humanised pedagogy to decentre cultural imperialism and promote plural values, behaviours and ways of knowing, and how students relativise their own beliefs to those of the target language culture.

Developing Intercultural Competences in the Study-Abroad Programme Semester at Sea (SAS)

Semester at Sea is a US-American study abroad programme during which students spend a semester on a ship studying while visiting various countries. The purpose of this article is to determine the intercultural competence development in the students during the Fall voyage through a self-assessment questionnaire. The research is anchored in a post-positivistic research paradigm, using an intercultural competence survey questionnaire to determine the intercultural competence at the beginning and at the end of the voyage in 182 participants. Results show that the intercultural competences, in terms of intercultural knowledge, awareness and skills of the students improved significantly during the voyage, when comparing all pre-voyage and post-voyage scores of the three components. This means that the SAS programme creates a diverse and multicultural learning space within the international educational system, promoting cultural knowledge, awareness, skill development through the combination of an academic curriculum and hands-on intercultural experiences. The study contributes to evaluating SAS as a US study abroad programme and provides conclusions and recommendations for future research and practice.

International pupil mobility in secondary schools: which variables are most closely associated with the development of intercultural competence?

ABSTRACT Mobility is one of the key actions within the process of internationalising school education to develop interculturally competent pupils. The study at the heart of this paper – Developing Intercultural Competence Through Adolescents’ Mobility (DICTAM) – seeks to explore which programme design features and individual characteristics are most closely associated with the development of intercultural competence. To reach this goal, a longitudinal study (using open-ended questionnaires and the Intercultural Development Inventory) was conducted with 378 pupils from Italian secondary schools who participated in a mobility programme. Overall findings suggest that different individual characteristics and programme design variables might have a different bearing on enhancing intercultural competence. In our sample, the variables duration (longer is better) and gender (female) are the ones which more likely have a positive impact on intercultural growth.

Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire

PurposeThis study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).Design/methodology/approachUsing a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.FindingsThe current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.Research limitations/implicationsThe current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.Originality/valueThis research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

Students' learning outcomes from being a mentor in the Nightingale Mentoring Programme for Adult Refugees in Norway

PurposeThis study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.Design/methodology/approachThis study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.FindingsThe results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.Research limitations/implicationsThe low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.Practical implicationsThis study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.Originality/valueSearch for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.

Intra-cultural competence assessment: unveiling its influence on efl students’ affect and on their intercultural competence development

Previous research on foreign language learners' intercultural competence has predominantly centered on their understanding and awareness of the target culture. While most research attribute learners' lack of intercultural competence to their inability to understand the target culture, there has been limited exploration into how students' awareness of their own culture influences their affect and the development of their intercultural competence. Given the significance of intracultural communicatiion ability in intercultural encounters, this this study aims to assess the intracultural competence of EFL students and its impact on their affective experiences and intercultural competence development. To achieve this goal, this study focuses on Algerian undergraduate EFL students. A cohort of 40 EFL students from Ibn Khaldoun University of Tiaret participated in the study. As a research method, the research employed quantitative and qualitative method. The quantitative method draws on Fantini’s (2007) Intercultural Communicative Competence Inventory (ICCI) model, which was modified and constructed into a rating scale to assess the level of the participants' intracultural competence. The qualitative method aims to know students’ perception on the role of intra-cultural competence in influencing their affective experiences in intercultural encounters. Based on the quantitative assessments, it was found that the participants exhibited a moderate level of intracultural competence. The qualitative results, on the other hand, indicated that the participants recognized of the pivotal role that intracultural competence would play in shaping their affective experiences when engaging with individuals from different international cultural backgrounds. This research contributes to our understanding of the importance of intracultural awareness for successful intercultural interactions and provides insights for educators and institutions aiming to enhance intercultural competence among students. The findings highlight the significance of fostering intracultural competence to create more positive and enriching intercultural experiences. /Keywords: assessment, EFL students, intra-cultural competence, affect, intercultural competence development

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

Effects of an Intercultural Management Course on Students’ Intercultural Communicative Competence Development: A Classroom-Based Study

Effects of an Intercultural Management Course on Students’ Intercultural Communicative Competence Development: A Classroom-Based Study

The Role of Cultural Exchange in the Development of Intercultural Competence in the Context of Cultural Diplomacy

This study positions cultural exchange students at the core of cultural diplomacy and argues that those students can become potential agents of soft power by making them appreciate cultural differences and developing their intercultural competence. In other words, this study aims to report on the role of cultural exchange in developing students’ intercultural competence. A mixed-method approach was used to collect the data, including a questionnaire and semi-structured interviews. 16 former exchange students of the YES (Youth Exchange Scholarship) Program were invited to complete a questionnaire related to their cultural exchange experience. Then, seven of them were selected to take part in the semi-structured interviews. The findings of the study showed that the development of participants’ intercultural awareness and abilities is largely positive in consideration of the positive perception of the host culture and the authentic cultural exchange in which they took part. Besides, the findings also indicated how participants become active agents of cultural diplomacy thanks to cultural exchange.

Formation of intercultural competence of future music teachers

The international standards of higher education establish a wide range of competencies for graduates from artistic pedagogical institutions. Art education, as defined in normative concepts, aims to cultivate in future teachers personal and value-based attitudes toward reality and art, fostering their abilities for self-fulfillment, spiritual self-improvement, and intercultural competence. Intercultural competence, described in contemporary scientific literature from various perspectives, is depicted as a dynamic and integrated quality within an individual. It encompasses a meaningful worldview, communication practices, and productive conduct within a multicultural society. The purpose of this academic paper is to identify the factors and characteristics involved in shaping the intercultural components of competence among future music teachers. Through the research findings, the most significant theoretical aspects concerning the development of intercultural competence among future art teachers have been delineated. The components of intercultural skills have been systematically organized, and trends in the advancement of these skills within the educational milieu have been outlined. Drawing upon an analysis of effective curriculum content, this academic paper outlines the key types of skills necessary for education seekers. These skills play a pivotal role in guiding educational activities within artistic pedagogical institutions, fostering intercultural competencies, and nurturing the socio-cultural competence of aspiring music teachers.

Developing intercultural competences of Polish religion teachers in the context of refugees from Ukraine: in theory and practice

ABSTRACT The aim of this article is to seek an answer to the following question: Do religion teachers have the opportunity to learn and develop skills in the areas necessary to support refugees from Ukraine? If so, how should this be done? To address the issue, the problem of intercultural relations was first presented in a synthetic manner, based on the perspective of the socio-political conditions that underpinned educational initiatives for the development of intercultural competence by teachers of religion. An attempt was then made to define basic concepts such as multiculturalism, interculturalism, intercultural competence and intercultural competence, as directly related to teachers of religion. The next stage of the research directly referenced practice by defining the necessary forms and specific actions in developing the intercultural competence of teachers of religion. A descriptive method, one of the qualitative methods, was applied to answer the questions posed. This method was used to assess the state of intercultural competence of religion teachers in a Polish school.

EMI Classroom Practices of International Program in Thailand University: A Perspective of EFL Thai’s Students

Background and Aim: The adoption of English Medium Instruction (EMI) in Thailand, particularly in university-level international programs, was driven by various factors. Most notably, it was viewed as a strategic move to prepare students for an increasingly interconnected world where English reigns supreme in academia, business, and diplomacy. This research examines the attitudes, challenges, and practices of English Medium Instruction (EMI) in an international program at a Thai university from the perspectives of Thai EFL learners. Materials and Methods: The study employs a mixed-methods approach, utilizing surveys, interviews, and classroom observations. A five-point rating scale questionnaire was distributed to 80 learners to investigate their perceptions of EMI. Additionally, in-depth interviews were conducted with 8 participants to gather detailed information on their attitudes, perceived advantages, and challenges related to EMI. Results: The findings reveal that Thai EFL learners have a positive attitude towards EMI, recognizing its benefits for English language proficiency and future employment opportunities. However, they face challenges in understanding instructors' English speaking, comprehending materials, and acquiring specialized vocabulary. Conclusion: The study emphasizes the importance of language preparatory courses, provision of support materials, teacher training, and the development of intercultural competence. Furthermore, it suggests that future research should involve a larger sample size and encompass various educational environments to gain a comprehensive understanding of Thai EFL learners' perspectives on EMI in international programs at Thai universities.

Modern education system and intercultural communication

The article is devoted to the problem of intercultural communication, which is understood as communication between people who are representatives of different cultures and speak different languages. Intercultural communication appears as a special process of communication, which has its own specific characteristics and manifestations. A thorough analysis of intercultural communication shows that there is a difference between intra-cultural and intercultural communication, which has its own peculiarity, specificity, structure, etc. It is argued that one of the goals of the modern education system is to form intercultural competencies in the first place. The need for such knowledge, skills and communication skills is determined by the practical needs of real life. The processes of democratization of social life, globalization, openness and accessibility of the latest achievements of world culture allow a large number of people to learn a lot about the lifestyles and behavior of other nations. The development of intercultural competencies is one of the main goals of modern education. It is the education system that should take on the responsibility to rid people of outdated ethnocentric views, replacing them with new ones that are more in line with the realities of the modern open world. This should also be the focus of the policy of the modern Ukrainian state, which seeks to take its place in the European Union.

JICIR Intercultural Theme Dialogue Chinese Multi-National Corporations (MNC’s): (Part I) Global Challenges and Opportunities

Abstract This article presents an in-depth exploration of the challenges and opportunities faced by Chinese Multi-National Corporations (MNCs) as they navigate the global business landscape. Focusing on the intercultural adaptation and communication barriers, it highlights the experiences of Chinese MNCs in various regions, including Africa and Pakistan. The discussion is based on a webinar panel featuring experts with diverse interdisciplinary backgrounds in intercultural business communication, intercultural management, international business, as well as international relation and economics. The insights from the panel address key themes and cross- and intercultural challenges such as dealing with differing leadership styles, communication barriers, cultural differences, corporate social responsibility (CSR), and the development of intercultural competence in diverse socio-cultural environments. The panelists emphasized the importance of flexibility, mutual understanding, and culturally agile leadership in overcoming these challenges. The discussion also outlines potential research areas for further exploration of the intercultural dynamics of Chinese MNCs. Through this dialogue, the article aims to stimulate future research and provide practical recommendations for improving the global operations and intercultural interactions of Chinese enterprises. It also proposes ideas on how Chinese MNCS can both develop and integrate local and global practices to achieve sustainable international growth.

Intercultural competence of teachers: Training and development in the modern educational context

In the contemporary educational landscape, the concept of intercultural competence among teachers has garnered significant attention due to the increasingly multicultural nature of societies worldwide. This abstract explores the training and development of intercultural competence among teachers within the modern educational context. It examines the theoretical foundations of intercultural competence, emphasizing its relevance in fostering effective communication and understanding across diverse cultural backgrounds. The abstract reviews current practices and strategies employed in the training of teachers to enhance their intercultural competence, including experiential learning, cultural immersion programs, and pedagogical approaches that promote cultural sensitivity. Furthermore, it discusses the challenges and opportunities faced in integrating intercultural competence into teacher education curricula. The abstract concludes by highlighting the importance of continuous professional development and institutional support in equipping teachers with the necessary skills to navigate and thrive in multicultural educational environments.

The development of intercultural competence in teaching French as a Foreign Language through cinema

Integrating cinema into the teaching of French as a Foreign Language (FFL) offers a unique opportunity to develop learners' intercultural competence by immersing them in the cultural diversity of the Francophone world. This article explores how cinema can promote intercultural understanding by exposing learners to a variety of cultural perspectives. It emphasizes the importance of film studies, or filmology, in education, and highlights efforts to integrate image and film analysis into educational programs, despite some persistent obstacles.