Development Of Intercultural Competence Research Articles

How British is English: Culture and Contemporary Language Learning

The paper examines the extent to which it is possible to displace English as a functional communication tool from its culturally rich British contexts and associations. Starting from the analysis of the relationship between culture and language, the study discusses the ties between British culture and English in the context of its emergence as a global means of communication. In addition, the paper refers to developments in language pedagogy to outline the role of British culture in contemporary English learning. The conclusion is that reducing English to a mere culturally neutral container for information is not beneficial for educational outcomes, as outlined in the two principal reference documents for foreign language learning, the CEFR and ACTFL. A joint literacy in English and its culture will not foster undesirable individual acculturation but contribute to the development of intercultural competence among learners from diverse backgrounds who bring their own negotiations with British culture.

The Development Situation and Cultivating Strategies of Intercultural Communication Competence in Junior High School English Teaching

In today’s accelerated globalization process, the links between countries are becoming increasingly close. The English Curriculum Standards for Compulsory Education (2022 Edition) also sets out new requirements for students’ intercultural communication competence. The relationship between language and culture is reflected behind intercultural communication competence, and the development of students’ intercultural communication competence is valued by educational circles at home and abroad. Therefore, this paper discusses the current situation of the development of English intercultural communication competence in junior high schools from three perspectives, that are schools, teachers and students.

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.

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.

Are some individuals more susceptible to intercultural education than others? Multicultural personality predicts the effects of an intercultural training on cultural intelligence

The development of intercultural competences has become a prominent goal for many study programs in higher education. A widely used frame to measure intercultural competence is Cultural Intelligence (CQ). While empirical research has focused extensively on the development of CQ by means of (student) mobility and long-term training, the effects of short-format trainings – a more cost-effective intervention that can be provided to a large number of participants – remain understudied. Existing findings are inconclusive, and it remains unclear under which conditions, and for whom, short-format interventions are effective in improving participants’ CQ. We propose that CQ development is contingent upon individual differences in multicultural personality traits (operationalized through the Multicultural Personality Questionnaire, MPQ). More specifically, in this study we investigate (1) whether a short-format (6-hour) training improves CQ among higher education students (n = 108), and (2) whether the development of CQ is moderated by students’ social-perceptual and stress-related MPQ trait scores prior to the training. Using a pre and post-test design we found that across the whole sample, all four facets of the CQ increased after the training. We also found that some social-perceptual traits of the MPQ moderated the development of CQ: Social initiative on Metacognitive CQ, Openmindedness on Cognitive CQ, and Social initiative and Openmindedness on Motivational CQ. Additionally, we did not find a moderator effect of stress-related MPQ traits on the development of Behavioral CQ. Based on our findings, we conclude that multicultural personality influences individuals’ susceptibility to intercultural education, underscoring the importance of individualized approaches in intercultural education.

Collaborative Online International Learning (COIL) for Information Systems Education: Best Practices and Implementation Strategies

We explore the importance of online collaboration, cross-cultural understanding, and intercultural competence in today’s workplace, highlighting the need for Information Systems (IS) educators to integrate Collaborative Online International Learning (COIL) into their curricula. COIL offers numerous benefits by providing students with opportunities for joint projects and intercultural experiences including a global perspective, cross-cultural collaboration, exposure to innovative practices, global networking, intercultural competence development, and real-world application. Drawing on our own experiences, we present insights into recommended practices and potential pitfalls associated with COIL. Our goal is to empower IS educators to prepare students for the demands of a globalized workforce, cultivating a global mindset, cross-cultural collaboration skills, and intercultural competence in their field.

Integrating Chinese Cultural Elements in English Reading Curriculum

This paper discusses the importance and methods of integrating Chinese cultural elements into English reading courses. By analysing some real-life cases, this paper proposes strategies for integrating Chinese cultural elements in English reading courses with a view to increasing students’ interest, broadening their horizons, and promoting the development of intercultural communicative competence. Incorporating Chinese cultural elements in the English reading course helps to achieve the objectives of the course and improve the quality of teaching.

Resisting EFL Textbooks in the English as a Foreign Language Education System

A society's language reflects its values, norms, and other characteristics and is considered an integral component of these traits. This would be an incomplete language education, despite the fact that it is possible to teach a language without addressing the cultural aspects of the society that speaks it. This study aims to highlight the predominance of inner circle cultural and societal traits in English language education. The evaluation of a global EFL textbook revealed that the majority of the content reflected inner circle cultural characteristics. The efficacy of this method of language instruction is a subject of debate among academics. Critics argue that this approach may perpetuate linguistic imperialism and hinder the development of intercultural communicative competence. However, proponents suggest that a standardised curriculum can provide learners with a solid foundation in the language and facilitate communication with speakers from different parts of the world.

Literary text as a means of developing intercultural competence in Chinese linguist trainees

The article studies the development of intercultural competence in the process of teaching international students. We discuss the preparation of trainee linguists from the People’s Republic of China for intercultural communication while studying fiction.Reading literary works develops the students’ ability to empathize and argue their position, their skills of text analysis, enriches the students’ language. A literary text is an important means for introducing international students to the culture they are studying, specific national characteristics and traditions of Russia, which is a part of their preparation for intercultural communication.The article points out the difficulties that foreigners experience in the perception of poetic works, caused by their ambiguity and imagery, but concludes that it is necessary and possible to study not only prose, but also poetry with trainees from the PRC.To participate in intercultural dialogue interns need to be able to compare the features of their native and studied cultures in order to identify differences and similarities in national cultural values and to realize universal human values. We consider it important for interns to be able to talk about their native culture in the target language. To solve these problems, we turn to literary texts of Chinese literature along with the study of Russian literature.Based on the gained experience, the article provides examples of studying fiction with trainee linguists from the People’s Republic of China.