Intercultural Learning Research Articles

International communication and cultural exchange based on music: a study of the experience of Chinese music education in other countries

ABSTRACT Within the scope of this presented study, the authors aimed to investigate the peculiarities of intercultural communication and cultural exchange based on musical knowledge, considering the exploration of the Chinese music education experience in other countries. The scholars find that the strongest relationships of Chinese musical education are with American, European, Korean, and Japanese musical cultures. The research found that intercultural learning motivated students from European universities (202 respondents) and universities of Chinese (200 respondents) to pay special attention to American music (23%), reflecting modern approaches to performance. Western European (21%) music has a strong relationship with Chinese music. The research finds that Chinese music is popular among 20% of students who value national traditions. The research found that the benefits of intercultural learning involve learning mobility (an attitude of students reflected by rating index: 3.01), the development of worldview (an attitude of students reflected by rating index: 2.73), melodic skills development (an attitude of students reflected by rating index: 2.52), and the uniqueness of musical composition performance (an attitude of students reflected by rating index: 2.85). The scholars identified that for 86% of students, intercultural learning had a positive value and promoted musical knowledge development.

Exploring the effects of cross-cultural collaborating on bilingual digital storytelling on students’ intercultural learning

ABSTRACT As intercultural learning has been increasingly regarded as essential in higher education, researchers have promoted it through integration of digital storytelling into cultural exchange activities. However, most studies have focused on the utilization of only one language whereas the effects of multilingual digital storytelling on students’ intercultural learning is understudied. To help bridge this gap, in this study, the effects of creating bilingual digital stories with students in an English-speaking country on the intercultural learning of students in a Chinese-speaking country were investigated. Data included students’ learning portfolios and reflective essays and were analyzed utilizing content analysis and matrix coding query. The findings revealed that the students became more critically aware of their own and others’ cultural diversity and sensitive to the uses of both English and Chinese language and multimedia resources for communication with people from different cultural backgrounds. They also reported multiple advantages associated with their cross-cultural online interactions, specifically in the domains of language acquisition and cultural understanding. However, they also highlighted challenges, notably the difficulties in coordinating meeting schedules and overcoming communication barriers. Implications and limitations are also discussed.

Developing symbolic competence for intercultural learning of advanced EFL learners through critical incidents

ABSTRACT Symbolic competence is integral to intercultural teaching and learning, but limited research and teaching guidance exist in foreign language classrooms. This paper explores the use of critical incidents in developing the symbolic competence of advanced-level English as a Foreign Language (EFL) learners at a Chinese university. Mixed methods analyses of critical incidents written by students reveal all dimensions of symbolic competence, with prominent themes of diversified intercultural understanding, effective narrative control depicting a positive self-image, and growing perspective-taking awareness though limited evidence of exercising symbolic power. The study thus highlights the symbolic value of intercultural language teaching and suggests the potential benefits of critical incident writing for developing the symbolic dimension of intercultural competence.

An Anti-Racist Transnational Feminist Note on Collaborative Online International Learning (COIL)

This article critically examines Collaborative Online International Learning (COIL) from an anti-racist transnational feminist perspective. It underscores the potential pitfalls of COIL’s multiculturalist assumptions. While the authors acknowledge the benefits of COIL, such as enhanced access to education and opportunities for intercultural learning, they express concerns about power imbalances, language obstacles, and the overemphasis on Western viewpoints. The authors draw from their experiences as scholars and graduate students to illustrate how seemingly harmless activities, like icebreakers, can inadvertently reinforce inequalities rooted in intersectionality. They stress the importance of COIL pedagogy being sensitive to students’ diverse backgrounds, language skills, and cultural contexts. Furthermore, they challenge the possibility of COIL reinforcing existing power hierarchies, especially those centered around language proficiency and Western supremacy. Despite recognizing COIL’s potential in bridging international communities and empowering underrepresented groups, the authors advocate for a critical approach that foregrounds equity and inclusivity. They urge for continued dialogue and cooperation among educators, diversity practitioners, and activists to create more culturally sensitive and sustainable COIL curriculum designs. The authors ultimately argue for the practice of cultural humility and the creation of meaningful intercultural learning experiences that question prevailing power structures and advocate for social justice.

The Validity and Reliability of the Intercultural Learning Materials Model (ILM) for Drama Subject

The lecturers still seem unconfidence to teach English as Foreign Language. They need the learning material to reveal the gap between English and the student’s own culture. This study aims to find out the validity and reliability of the intercultural learning material for Drama subject. The research design was quantitative research. The instrumentation of this research was the questionnaire. The subject of this research was 29 students. The results showed that the validity of the ILM model was 92,5 %. It means that the ILM model is valid to use for Drama subject. Then, reliability of intercultural learning materials was 0.774; the ILM model is reliable to use for Drama subject. Based on this result, the intercultural learning materials can implemented because they were categorized as valid and reliable. Thus, the learning materials will be an alternative to link between English and Malay cultures in the lesson process and drama performances.

Intercultural competence development through a tele‐collaborative project supported by speech‐enabled corrective feedback technology

AbstractBackgroundTele‐collaborative projects serve as invaluable platforms for students from diverse countries to engage in cross‐cultural communication and exchange cultural knowledge. These projects offer immense benefits in terms of fostering intercultural competence among participants. However, one challenge arises when participants engage in spoken communication rather than written. Those who may not share a common first language often rely on a lingua franca such as English for intercultural communication. In such spoken exchanges, varying levels of language proficiency can lead to communication errors that hinder the intercultural learning process and impede the development of intercultural competence in their fellow participants.ObjectivesIn the present trial study, our primary objective was to tackle the language‐related challenge associated with spoken communication head‐on. Our focus centred on addressing the discrepancies arising in spoken communication, and we aimed to mitigate these discrepancies by utilizing speech‐enabled corrective feedback technology.MethodsIn a tele‐collaborative project involving 28 graduate students from the People's Republic of China and Republic of Kazakhstan, the participants engaged in spoken communication and cultural exchange in English via the internet. Given the emphasis on spoken communication and the recognition that English was not their first language, we implemented a speech‐enabled corrective feedback (SECF) technology to ensure effective communication in terms of pronunciation, grammar, and word choice. The SECF technology detected and provided instant feedback on any speech mistakes, enabling participants to make corrections accordingly. The main aim of our study was to explore the potential benefits of integrating SECF technology into a tele‐collaborative project for the development of participants' intercultural competence. Additionally, we sought to gather insights into the students' perceptions of the SECF support.Results and ConclusionsThe results of our study revealed significant improvements in the participants' intercultural competence across dimensions such as knowledge, skills, attitude, and awareness. Furthermore, the participants expressed positive perceptions of the SECF technology. Drawing from our findings, we offer valuable implications and recommendations for educators and researchers in the field, enhancing their understanding of the role of SECF technology in supporting intercultural competence development in tele‐collaborative settings.

Enhancing Intercultural Communicative Competence in EFL Education for Sustainable Development and Globalization Challenges

In response to the ongoing challenges posed by globalization, this research investigates the critical need for enhancing Intercultural Communicative Competence (ICC) among EFL learners within Saudi universities. Employing qualitative research methods, including in-depth interviews with twenty-eight stakeholders in seven Saudi universities, this study emphasizes the urgency of bolstering ICC within EFL curricula. The findings underscore the profound significance of integrating authentic intercultural experiences and creating pragmatic avenues for skill refinement. While acknowledging the consensus regarding the importance of enhancing ICC in EFL education, this research also sheds light on various obstacles that may impede the effective integration of ICC. These obstacles encompass limited resources, resistance to change, constraints arising from cultural diversity, language barriers, cultural stereotypes, biases, and time constraints, thus underscoring the need for meticulous planning, resource allocation, and the provision of professional development opportunities. This research strongly advocates for an unwavering commitment to continued research in this field, with the primary goal of advancing ICC among EFL learners. The study offers a range of strategic proposals, including the integration of ICC into the curriculum, the facilitation of cultural immersion opportunities, the promotion of cross-cultural collaboration and communication, the integration of technology for intercultural learning, the provision of intercultural training for EFL educators, and the cultivation of partnerships with international businesses and organizations. The implications of this study are significant for educators, policymakers, and researchers dedicated to fostering intercultural understanding and sustainable development through EFL education. Further research in these areas can deepen our understanding of how to effectively enhance ICC in EFL education, address the challenges identified, and ultimately contribute to the promotion of intercultural understanding and sustainable development in our increasingly interconnected world.

Growing intercultural speakers in novice Italian: A virtual versus face‐to‐face comparison

AbstractIntercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face‐to‐face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID‐19 pandemic for a beginning Italian course with 18‐ to 22‐year‐old students. The American Association of Colleges & Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed‐methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face‐to‐face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed.

Citizenship education courses are used as a means of implementing multicultural education at the Politeknik Pelayaran Sorong

The importance of intercultural education in vocational education motivates this study. This study aims to give a "rationalization" of the relevance of optimizing education, particularly civic education courses, as a kind of intercultural learning. This study employs a qualitative approach combined with descriptive methodologies. Study topic requirements do this and acquire in-depth information that incorporates social reality, and the findings will be conveyed subsequently in the form of reports and narrative descriptions. The study's findings show that the application of multicultural education in citizenship education courses at the Sorong Shipping Polytechnic can be seen in three major parts of the learning process: planning as seen from the lesson plan created independently by the lecturer, implementation of the material presented, and methods. Evaluation criteria for assessing learning outcomes that incorporate the weight of attitude assessment throughout the learning process are utilized. The cadets' concept of multiculturalism may be demonstrated via three multicultural components: their understanding of diversity awareness, openness to differences, and fair and equitable treatment.

Using Autoethnography in e-Tandems for Fostering Glocal Cultural Awareness: An Irish-German Virtual Exchange

Autoethnography, the narrative exploration of one’s own cultural context and experience, has been proposed as a pedagogical method of tapping the knowledge of diverse groups of students for mutual cultural learning (Kumaravadivelu, 2008). With this in mind, we set up a virtual exchange (VE) between second-year students from the University of Galway, Ireland, preparing for their Erasmus year in Germany, and students studying Irish literature and culture in their final year at a northern German grammar school. In this exchange the students themselves were to complete an autoethnographic task. The VE showed that autoethnography can serve as an instrument to address some of the problems that O’Dowd (2006) identified while using ethnographic methods in telecollaboration: the emergence of an asymmetrical relationship with conflicting roles and communicative styles, overgeneralisation, and the inability to suspend judgement. Furthermore, autoethnography as a dialogic form appears to be moreappropriate than traditional ethnographic methods for Global Education, which, in contrast to Intercultural Learning, does not mainly aim at understanding other cultures distinct from one’s own, but at preparing students for “effective interactions across cultures” (OECD, 2018, p. 10, our emphasis) in a highly connected, endangered global society. By moving between the individual and the cultural, students can become aware of different but also interdependent local, national, transnational, and global cultural structures in which they live, partly connecting them to and partly distinguishing them from each other.

Approbation of the Scale of Attitudes towards Intercultural Learning in Higher Education

The ability to cope with the challenges of cultural diversity is one of the key competencies that students need to develop in the contemporary world. This actualizes the question of intercultural learning and students' attitudes towards it. The study aimed at development and validation of the instrument to measure students’ attitudes towards intercultural learning. Taking into account the “sources” and processes of intercultural learning available to students, as well as the structure of the attitude, an instrument consisting of four scales were created - each of them includes three aspects of the attitudes: cognitive, affective and behavioral ones. The reliability and validity of each of the instrument were confirmed on a sample of 399 students of Russian universities using statistical procedures such as exploratory and confirmatory factor analysis, analysis of the consistency of the scales according to Cronbach's alpha and McDonald’s omega, analysis of extracted mean variance and heterotrait-monotrait ratio. It seems promising to consider various aspects of intercultural learning in further research, adapting and using the scales not only in the higher education system, but also in other contexts and age groups.

Intercultural learning in the classroom: Facilitators and challenges of the learning process

Higher education institutions have the potential to significantly contribute to students’ intercultural competence development through internationalization at home. However, the intercultural competence literature lacks empirical research on how students learn and the process of intercultural learning. This study investigates in-depth learning experiences in a six-week cross-cultural management course at a Dutch research university in which a blended learning tool was incorporated to enhance students’ intercultural competence. Thematic analysis of the data from qualitative semi-structured interviews resulted in an inductive explanatory model. This shows that facilitating factors for learning were teaching tools, intercultural contact (teamwork, multicultural classroom, cultural informants), motivational factors and intercultural experiences. Learning happened through experience, reflection, abstract conceptualization and experimentation. Learning dilemmas occurred around adaptation and stereotyping/generalizing. Pivotal for intercultural learning is dissonance: this needs to be sufficient to stimulate learning, but may also lead to learning dilemmas. The study concludes with recommendations for intercultural course design.

The Development and Validation of an Intercultural Nursing Educator Profile Using the Delphi Method.

Educators require focused training to foster the development of intercultural competence in nurses. Training programs for educators need to be based on a comprehensive profile with a focus on intercultural learning. This study aims to define and validate a profile of the Intercultural Nursing Educator (INE). The Delphi method was used with an iterative, multi-stage process to transform opinions into group consensus. A total of 46 European, African, and American experts from the nursing and intercultural field participated. Inclusion criteria required English at a level of B2, expertise in the field of intercultural competence, experience in teaching intercultural competence in the nursing context, and publications focused on intercultural topics. The INE profile was developed and all 126 competencies were validated. The profile is freely available on the project website and provides the basis for curricula, training programs and assessment of the required competences.

Social Strategies in Language Learning for Promoting Speaking Skills

The purpose of this study is to investigate the use of social strategies in language learning to promote speaking skills. The study was designed in the survey model. The participants of the study were divided into three groups in a sample lesson. They were asked the question of “Why should we learn foreign language?” and were required to prepare and present a poster as a group. During the implementation phase, students were observed by the researcher through the “Speaking Skills Group Observation Form”. The results of the research showed that all three groups exhibited sufficient speaking effort, participation in activities, involving in poster presentations, and peer interaction. The results of the research revealed that social strategies tend to improve speaking skills and increase willingness to speak. It was also revealed that students were aware of the significance of foreign language education as a crucial skill in today's modern world. They associated foreign language learning with the following words: culture, democracy, education, empathy, friendship, intercultural learning, job opportunity, love, peace, open-mindedness, relationship, religion, respect, tolerance and trust. Furthermore, it was concluded that social strategies in language learning can be effectively employed in foreign language classes to reduce speaking anxiety.

Designing a collaborative and virtual exchange-embedded virtual summer school

This practice report describes the design and implementation of a collaborative and virtual exchange-embedded virtual summer school for postgraduate students in the context of European Higher Education. The two-week virtual summer school on multilingualism and intercultural learning brought together 40 students who collaborated to produce ten video-case studies based on their experiences as educators in a number of contexts. We share our experiences as organisers and participants and offer insights from the process of planning for, engaging with and evaluating the summer school. Our paper draws on quantitative and qualitative data, i.e., a pre and post summer school survey, a qualitative evaluation questionnaire and a student-participant account to evidence how the experience benefitted participants. Our findings demonstrate the effectiveness of the model presented here: participants’ understanding of key concepts of interculturality and multilingualism increased, there was a statistically significant difference in perceived development of digital competences and presentation skills, and more than 90% of the participants were very satisfied with their training and international collaboration opportunities. In conclusion, we propose a set of learning points that may support others to design and deliver a collaborative model of summer school and the use of ‘skills passports’ in alternative to accreditation.

Intercultural competence for peaceful communities: The role of blended learning higher education in refugee camps

This research investigates how refugees living in camps who graduated from a blended higher education programme have described their journey in building intercultural competences, by analysing the voices of almost 100 refugee graduates of the Diploma in Liberal Studies programme, accredited by Regis University and delivered by Jesuit Worldwide Learning. Focusing on the geographical scope of Dzaleka camp (Malawi) and Kakuma camp (Kenya), this article unveils the transformative intercultural learning that occurs in the Diploma programme, mostly appearing in the elements of knowledge and skills, attitudes, behaviour and outcomes. By anchoring this research in a context of social and geographic marginalisation, this paper contributes to the literature by investigating how a blended learning Diploma programme in Liberal Studies can serve as means to overcome physical barriers faced by students to access higher education and inner ones as graduates develop intercultural competence for their benefits and the ones of their community. Lastly, by bringing seldom heard voices, this paper reconciles the characteristics and values of intercultural competence with the intercultural needs of refugees living in camps to transform this competence into a peacebuilding tool.

A cycle model of intercultural learning: educating the global citizen

ABSTRACT This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextualisation, and decentering. The article further shows how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language learning and language learning via chunks and keywords. The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022. Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this article, the focus is on one of the English classes, but the article concludes with reflections on the relevance of all languages.

A multisite cross-sectional study of intercultural competencies in doctor of physical therapy students

BackgroundPhysical therapists (PTs) work in diverse communities with individuals whose identities and beliefs may differ significantly from their own. Academic institutions must include intentional curriculum aimed at graduating PTs who can skillfully navigate intercultural encounters. Being prepared to engage with difference and demonstrate skills related to intercultural competencies (ICC) will prepare entry-level PTs to provide individualized, high-quality care. Intercultural competencies are essential skills that can reduce healthcare disparities, and promote equitable and inclusive healthcare delivery. This study examined the impact of PT curricula, student demographics, and participation in intercultural learning experiences (ILEs) on students’ development of ICC.MethodsA cross-sectional study of 8 Doctor of Physical Therapy (DPT) programs in the United States (US) compared ICC in first-year (F) and third-year students (T), and T who participated in an ILE (T + ILE) to those who did not (T-only). Subjects included 1,038 students. Outcome measures included The Inventory for Assessing the Process of Cultural Competence-among healthcare professionals-Student Version© (IAPCC-SV), and a demographic survey.ResultsIndependent t-tests showed that group T (mean = 64.34 ± 5.95, 95% CI: 63.78-64.90) had significantly higher IAPCC-SV total scores than group F (mean = 60.8 ± 5.54, 95% CI = 60.33-61.27, p < 0.05). Group T + ILE (mean = 65.81 ± 5.71, 95% CI = 64.91-66.71) demonstrated significantly higher IAPCC-SV total scores than group T-only (mean = 63.35 ± 5.8, 95% CI = 62.6-64.1, p = 0.039). A one-way ANOVA and post hoc comparisons showed that the 25 to 34-year age group (mean = 63.80 ± 6.04, 95% CI = 63.25-64.35, p < 0.001) and the ≥ 35-year age group (mean = 64.21 ± 5.88, 95% CI = 62.20-66.22, p < .024) had significantly higher IAPCC-SV total scores, than the 18 to 24-year age group (mean = 60.60 ± 5.41, 95% CI = 60.09-61.11). Students who identified in US census minority ethnic or racial categories (US-Mn) (mean = 63.55 ± 5.78, 95% CI = 62.75-64.35) had significantly higher IAPCC-SV total scores than students who identified in US majority ethnic or racial categories (US-Mj) (mean = 61.98 ± 5.97, 95% CI = 61.55-62.413, p = .0001).ConclusionsResults of the study support the hypothesis that DPT programs can promote the development of intercultural skills in students. The ultimate objective of this academic preparation is to improve the student’s ability to deliver equitable, person-centered healthcare upon entry into practice. Specific ICC for entry-level DPT students are not clearly defined by US physical therapy professional organizations, academic institutions, or accrediting body. Students who participated in an ILE exhibited higher levels of ICC when compared to those who did not. Findings from this study can guide curriculum development, utilization of resources, and outcomes assessment. More research is needed to examine characteristics of an ILE that could inform best practice.

“In Communion with God”: The Inculturation of the Christian Liturgical Theology of Giulio Aleni in His Explication of the Mass (Misa Jiyi)

Liturgical practice and its theological interpretation are not only very important to the Chinese inculturation of Catholicism in particular and Christianity in general but also of great significance in the establishment of an indigenized Christian faith and system of life. This paper will analyze the methodological approaches and historical inspirations for the inculturation of Christian liturgical theology through Giulio Aleni’s (1582–1649) Explication of the Mass (Misa Jiyi, 弥撒祭义), the first book to utilize Chinese cultural resources to systematically interpret the Mass (Eucharist). Continuing the general Jesuit accommodation initiated by Matteo Ricci, Aleni established an indigenized liturgical system of theology through intercultural learning, borrowing, and creative construction. Three of his contributions especially stand out. First, Aleni explained the significance of the Mass in terms of the Chinese philosophical–ethical concepts of “repaying the roots” (baoben, 报本) and “giving thanks” (gan’en, 感恩). Second, he elaborated on communion with the Trinitarian God in the Mass through Jesus Christ by drawing on the ancient Chinese teachings of repaying (chou, 酬), commemoration (shi, 示), and hope (wang, 望), which Aleni related to “giving thanks to the Father,” “commemorating Jesus,” and “invoking the Holy Spirit.” Finally, he provided a deep spiritual explanation of the Mass, using the traditional Confucian concepts of “self-restraint” (keji, 克己), “self-reflection” (fanji, 反己), and “spiritual meditation” (chouyi, 抽绎) to help believers understand the activities of repentance, commemoration, and prayer in the Mass. Overall, Aleni emphasized that the essence of the Mass was to achieve “communion with the heart of heavenly Lord” (xihe tianzhuzhixin, 翕合天主之心), which, as a pivot of faith, could be extended into daily life through its spiritual practice. Aleni, therefore, established a comprehensive system of “liturgy-spirituality-life” for Chinese Christians by indigenizing Christian liturgical theology through intercultural learning. His creative synthesis yielded a dynamic balance between Christian and Chinese traditions, absorbing Confucian resources to imaginatively enrich and expand the Christian tradition, while encouraging the creative transformation of the Christian tradition into the Chinese cultural community.

Academic teaching staff and their conflicting constructions of international students in UK higher education classrooms

ABSTRACT International students have been commonly constructed by researchers and practitioners using multiple conflicting narratives. For instance, discourses in both research and practice often frame international students as benefits or resources for developing intercultural learning experiences, while simultaneously portraying them as lower quality students who are deficient in academic skills. In this study, we investigate whether academic staff who teach international students have internalised these common and conflicting discourses from the literature and how these constructions ultimately influence their teaching practices. Through interviews with 45 academic staff across disciplines, we highlight the ways staff juxtapose dual constructions of international students as both ‘benefit’ and ‘burden’. Our findings indicate that staff working conditions, including high workloads and massification, lend themselves to problematic ‘othering’ of international students through homogenisation and deficit narratives.