Need For Intercultural Education Research Articles

연행(燕行)현장답사를 활용한 상호문화교육 방안 연구 - 중국인 고급한국어 학습자 대상 중국 내 조선 사신의 연행 유적 현장 답사 교육 사례를 중심으로 -

With the recent escalation of cultural conflicts between Korea and China, Chinese Korean language learners often have difficulty communicating with Koreans interculturally, so various methods of intercultural education need to be devised. This study theoretically confirmed that field trips to historical sites can be a good way to improve intercultural communicative competence by providing learners with an opportunity to re-recognize the relationship between the self and the world through visits to historical sites where community memories are preserved. Subsequently, through the survey conducted, Chinese learners agree with the need for intercultural education, and it was confirmed that the use of auxiliary materials such as video media (dramas, films, entertainment programs, documentaries, etc.) and literary works, as well as discussions, role-plays, field trip activities involving native Korean speakers, etc. are preferred. Based on these theoretical exploration and survey results, the records of Joseon envoys who crossed the West Sea during the Joseon Dynasty and landed in Yantai, Shandong Province, before going to Beijing were used as class materials, and Weifang, Shandong Province, an area they passed through, was designated as a field trip area. An educational plan consisting of pre-learning, introduction, discussion, field trip, role play and re-discussion, achievement evaluation, and assignments was prepared and taught to Chinese Korean language learners attending university in Weifang, and its usefulness was confirmed.

AN EMPIRICAL STUDY OF THE CULTURAL AWARENESS OF HUNGARIAN STUDENTS CONCERNING THE UK AND THE USA

This paper presents a complex study highlighting the role of cultural awareness concerning the English and American cultures among students, and making an attempt at determining to what extent these cultural elements are known among students of English and Translation Studies in Hungary. The first stage of the research was a process of finding out about previous research and then selecting British and American cultural items that might be relevant for Hungarian students. These are presented as a list in the introduction. Ten instances, where the semantic and cultural meanings are ambiguous or misleading for Hungarian language learners, have been singled out for further analysis in the second section, which also gives information about these cultural and lexical items and the possible sources for student errors. This section also offers information about a survey conducted among a group of students of English and Translation Studies, underlining the need for intercultural education in both courses. More information including students’ personal insights can be found on the beliefs and perceptions of students of English about language and culture in a previous paper (Szele, 2019), and some results of a cultural survey similar to the present one in another (Szele, 2020). The third section of this paper offers a conclusion, suggesting that cultural awareness and good language skills go hand in hand, and both need more focus in language teaching in Hungary.

Intercultural Education: Pedagogical Actions and Social Interaction of Children with Immigrant Biography in Cyprus

In today's world, education is going through a period of unprecedented change that requires immediate and systematic attention. The influx of refugees in recent years and the invasion of our country by the pandemic of COVID 19 identify and shape modern society, which is composed of groups with differentiated or diverse cultural elements. The structures of the educational system of our country (ministry - regions - directorates - school units) are reorganized because they are obliged to invent pedagogical actions and measures - coeducation of students-refugees in schools and beyond. The insurmountable need for intercultural education in schools emerges as an imperative, not as assimilation into the lifestyle of the dominant group, but as a continuous process of interaction. This article summarizes the above issues such as the concept of refugee and refugee children, intercultural education and education of refugee students in crisis, actions at the level of Cypriot Ministry education, actions and interactions at the level of schools and other learning environments of refugee children. In order to explore the above, we conducted a qualitative research involving graduate students and teachers from Cyprus. Through the findings of the research, we concluded that the problems faced by students with migration biographies are different. For this very reason, the participants of the survey expressed their views on possible ways to deal with the issue.

Intercultural Education and Competences at School

The present time of globalization, interdependence and multicultural societies has brought about both opportunities and crisis that concern all fields involved with social welfare, especially education (Portera, 2020, 2006). Within the school environment, there is a growing need for intercultural education and competences at the cognitive, emotional and relational levels, which will endow teachers and students with the abilities to operate in linguistically and culturally complex contexts (UNESCO, 2015; Portera, 2013; Deardorff, 2009). However, the concepts of ‘Intercultural Education’ and ‘Intercultural Competences’ are often misunderstood and require more precise definition. The authors review the scientific literature on the aforementioned concepts and then report the results of a study carried out by the Centre for Intercultural Study at the University of Verona (Italy) which examines how teachers who work in different types of schools define and apply the concept of ‘intercultural competences’ in their praxis. The study uses a qualitative research methodology that includes a process of ‘triangulation’. Specifically, a series of semi-structured interviews, focus groups and participant observations were conducted in order to explore teachers’ intercultural competences, especially through the analysis of critical incidents. After discussing the results, the authors outline impplications for teacher education and school praxis in intercultural perspective.

A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?

Abstract In recent years, European countries have become hosting destinations for thousands of people who have been forced to leave their home countries. Greece is one of the main European hosting countries of refugees, especially children. Thus, the pupil population is gradually changing and the need for intercultural education is increasing. Physical education (PE) and sports have been recorded as suitable contexts for this process. However, there are still many challenges present in these contexts. The following study attempts to present the perceptions of PE teachers, coaches, and academics on the inclusion of refugees in PE and sports. Fifteen PE teachers/coaches and academics involved in the field of intercultural education participated in the study. A phenomenological approach was followed through semi-structured interviews. The method of thematic analysis was chosen to analyze the data. While all the participants considered PE and sports to be the most suitable contexts for the inclusion of refugees, they emphasized certain barriers to be overcome: the lack of training for PE teachers and coaches, prejudices of the parents of both natives and refugees, and refugees’ socioeconomic status and gender issues. Participants also shared their ideas for an adequate training program to improve PE teachers’ and coaches’ attitudes and promote their knowledge and skills regarding the inclusion of refugees. The participants underlined the need for intercultural education and well-structured training programs to properly manage culturally diverse environments.

Plurilingualism and Intercultural Pedagogy Revisited: Integrating Decolonial Perspectives in Tertiary English Curricula

The 21^st global era of massive migration and rapid change is characterised by social, cultural, scientific, political and economic upheavals hence highlighting the need for intercultural education as intervention to improve student performance, social*cohesion, economic development and peaceful coexistence. In South Africa (henceforth SA), English second language (EL2) educators are debating a transformation model of the humanities curricula to reduce intercultural incompetence and education inequality. This article uses the qualitative in-depth critical analysis method of the affordances and controversies of plurilingualism, as well as multilingualism. Specifically, it assesses the feasibility of adopting the intercultural communicative language teaching (iCLT) and language learning (ILL) framework to integrate intercultural perspectives, decolonise the EL2 curricula and promote multilingualism for higher education transformation. Educators are encouraged to shift perspectives by being eclectic in incorporating intercultural perspectives, the philosophy of Ubuntu, as well as understanding the crucial role of using SA indigenous languages/inter-cultures in scaffolding EL2 curricula for effective development of students' plurilingual and intercultural competence (IC). Finally, implications are outlined for using pedagogical strategies such as translanguation, technical computer-mediated support, instructional and research design, to innovatively develop students' academic proficiency, intercultural competence, socio-cultural identity construction, and democracy in multilingual SA and the cosmopolitan global village.

British and American Cultural Stories in Hungary

This paper presents a complex study highlighting English and American cultural stories and makes an attempt at determining to what extent these cultural stories are known among students of English and Translation Studies in Hungary. The first stage of the research was a process of finding out about previous research and then selecting British and American cultural items that might be relevant for Hungarian students. These are presented as a list in the introduction. Nine instances have been singled out for further analysis in this paper, in the second section of which the background of the cultural stories is described in detail. The third section offers information about a survey conducted among a group of students of English and Translation Studies, underlining the need for intercultural education in both courses. The first empirical results of a pilot survey were presented during a HUSSE conference in Veszprém (14th Biennial HUSSE Conference, University of Pannonia, Veszprém, 31 January – 2 February 2019), the title of the forthcoming paper is “I can drink with any tinker in his own language” – Target Language Culture in EFL at Different Levels of Teaching. More information including students’ personal insights can be found on the beliefs and perceptions of students of English about language and culture in a previous paper (Szele 2019).

Edukacyjne uwarunkowania kompetencji międzykulturowych polaków na emigracji

<p>Celem badań była próba ustalenia zależności miedzy uwarunkowaniami edukacyjnymi polskich emigrantów zarobkowych w Anglii a ich poziomem przyswojenia kompetencji międzykulturowych. Uwarunkowanie edukacyjne zawężono do wymiaru oceny końcowej, z jaką badane osoby ukończyły studia oraz szkołę średnią. Przebadano łącznie 261 osób, z czego do analiz zakwalifikowano 119 kwestionariuszy tych, którzy wykazali się co najmniej pięcioletnim stażem zatrudnienia na lokalnym rynku pracy. Badania przeprowadzono metodą sondażową z technika ankietową oraz narzędziem badawczym własnej konstrukcji. Jak wykazały wyniki badania, poziom przyswojenia analizowanych kompetencji międzykulturowych jest uzależniony od oceny, z jaką badani ukończyli studia i szkołę średnią. W grupie badanych z wykształceniem wyższym najwyższym, dobrym poziomem przyswojenia analizowanych kompetencji wykazali się badani, którzy ukończyli studia z oceną dobrą i bardzo dobrą. Natomiast w grupie badanych z wykształceniem średnim najwyższy dobry poziom przyswojenia analizowanych kompetencji wykazali badani z oceną dostateczną na świadectwie. Uzyskane wyniki wskazują na konieczność edukacji międzykulturowej uczestników procesu edukacyjnego niezależnie od jego poziomu (wyższy, średni, zawodowy, podstawowy). W programach wszystkich realizowanych przedmiotów powinny znaleźć się efekty kształcenia z zakresu kompetencji międzykulturowych, ponieważ jest to nie tylko gwarancją sukcesu życiowego czy też zawodowego, ale również zwiększenie poczucia bezpieczeństwa i wpływu na kreowanie przyszłości.</p>

Importance of and need for intercultural education according to students: future teachers

Abstract The aim of this article was to address the subject of intercultural education under­stood as a problem, which, in the process of educating students who will become teachers, should be taken into consideration in such a scope to make sure that the future teachers can support their pupils in the formation of desired attitudes and behaviours in their relations with individuals of different cultural, national and ethnic backgrounds. The first section deals with the importance of intercultural education in the context of the meaning of the following terms: multiculturalism, culture and education. It refers to selected scopes and interpretation of interculturalism and intercultural education. Within such a framework, the problem of the importance of and the need for intercultural education is discussed based on the opinions of peda­gogy students and according to the results of the author’s own surveys conducted at the University of Opole (UO) and the Slovakia-based University of Žilina (UŽ) during the academic year of 2016-2017.

Intercultural education and Roma in Croatia

Since the beginning of their settlement in the 14th century, the Roma have formed an indigenous minority in Croatia, and also in the region as a whole. A specific tribal system (family, vitcha-extended family, big vitcha-family association, tribal group) and economic organization have caused dispersion, specialization and the partial loss of their national identity. The research project Genealogy and the Transfer Model of Interculturalism, through its empirical research on a stratified sample of secondary school students, focused on existing stereotypes towards the Roma. The results indicate a limited acceptance of the Roma culture (language, art, history, customs), as well as a considerable need to distance oneself from the Roma themselves (using a modified Bogardus scale). This points to the need for intercultural education for all pupils in Croatia. The implementation of an experimental Summer School for Roma children in Croatia and the Romany Educational Community represent innovative forms of education for Roma children. Together with the publication of the Roma newsletter Romano Akharipe, The Roma Voice and Nevo Drom (The New Way), these constitute the first steps towards the development of a Croatian educational model for the Roma. The creation of a specific educational system for the Roma plays an important role in the formation and structuralization of the Roma national community within the intercultural environment that exists in Croatia.

Intercultural education for multicultural societies: Critical issues

This article presents evidence for the need for intercultural education in multicultural societies. Pupils who are culturally different from the majority need it to learn to function effectively in their own culture as well as in the majority culture. Since an important objective of education is to prepare individuals to function effectively in their environment, all children in multicultural societies could profit from exposure to effective intercultural education. Our research with American teachers and their Latin American or Hispanic pupils suggests that teachers also need to learn about the patterns of perceptions, values, and behaviors of culturally different pupils. Objections to intercultural education are listed and refuted. Advantages and disadvantages of three new approaches to intercultural education are discussed. Special attention is given to the attributional approach, an informational approach which is particularly well suited for use in educational settings. Research bearing on the effectiveness of this approach is presented.