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Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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Using six thinking hats to raise intercultural awareness: A pre-experimental study
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 259-274 (2022)
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A STUDY OF INTERCULTURAL TEACHING OF COLLEGE ENGLISH ...
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Nan, Sun. - : Современное педагогическое образование, 2021
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Role of intercultural mediation in problem solving in a transatlantic network
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Γραμματισμός ενηλίκων μεταναστών σε διαπολιτισμικό περιβάλλον, ως κοινωνικο-πολιτική και πολυτροπική πρακτική -: Μια παιδαγωγική προσέγγιση θεμελιωμένη στη θεωρία του Paulo Freire ...
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Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students
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In: Languages; Volume 6; Issue 4; Pages: 202 (2021)
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Cultural appropriation – (k)ein Thema für die Fremdsprachendidaktik?
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Promoting intercultural competence and social awareness through cooperative activities in higher education
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case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 93-109 (2021)
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Raising Cross-Cultural Awareness among the Undergraduates through Intentional Design in a Culture Course in the US—An Exploratory Mixed-Methods Experimental Design
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In: Dissertations (2021)
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Η μέθοδος ολοκληρωμένης εκμάθησης περιεχομένου και γλώσσας και ο αντίκτυπός της στη διαπολιτισμική συνείδηση μαθητών δημοτικού και η χρήση της τεχνολογίας ...
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La enseñanza de la lengua oral en alumnos con dariya como lengua materna en educación infantil: expresión y comprensión (3 años)
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Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
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In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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From knowledge building to intercultural development of American mobile students in Spain
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 48, 2020, pags. 17-44 (2020)
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Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness
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In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1, Pp 65-74 (2020) (2020)
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Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 118-131 (2020) (2020)
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Fostering cultural competence awareness and dispositions to reach thirdness or decentering by engaging in intercultural dialogue
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Abstract:
[EN] The goals of this research were twofold. First, to measure changes in cultural awareness levels between two groups of students in their third semester of a Spanish class. The trained group formed by university students from the USA collaborated with another group of university students from Colombia using Skype. The second aim was to identify attitudes of decentering or thirdness in the trained group. This group met seven times during a 13-week semester to discuss a variety of cultural topics such as college life and daily routines. The control group addressed the same issues by examining them among members of the same class and answered a pre-and post-self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed a significant increase in interculturality scores in the trained group. Furthermore, the qualitative analysis of the video recordings, essays, and video chats from the trained group showed dispositions to decentering (thirdness) or to engage in an understanding process of the other (Kramsch, 1993). This group exhibited attitudes of curiosity and openness during the Skype sessions. Their essays were elaborate; the topics were varied, indicating the experience of productive social interactions. This group also avoided the use of essentialist or static cultural representations of the other in their narratives. ; Villalobos-Buehner, M. (2020). Fostering cultural competence awareness and dispositions to reach thirdness or decentering by engaging in intercultural dialogue. The EuroCALL Review. 28(1):26-39. https://doi.org/10.4995/eurocall.2020.12206 ; OJS ; 26 ; 39 ; 28 ; 1 ; Angelova, M., & Zhao, Y. (2014). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1). https://doi.org/10.1080/09588221.2014.907320 ; Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters. ; Byram, M., Gribkova, B., & Starkey, H. (2002). Developing and intercultural dimension in language teaching. A practical introduction for teachers. Council of Europe, Strasbourg. ; Çiftçi, E.Y., & Savaş, P. (2017). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3). https://doi.org/10.1017/S0958344017000313 ; Dugartsyrenova, V.A., & Sardegna, V.G. (2018). Raising intercultural awareness through voicebased telecollaboration: perceptions, uses, and recommendations,Innovation in Language Learning and Teaching, 13(3). https://doi.org/10.1080/17501229.2018.1533017 ; Gil, G. (2016). Third places and the interactive construction of interculturality in the English as foreign/additional language classroom. Acta Scientiarum. Language and Culture, 38(4), 337- 346. https://doi.org/10.4025/actascilangcult.v38i4.28674 ; Helm, F., Guth, S., & Farrag, M. (2012). Promoting dialogue or hegemonic practice? Power issues in telecollaboration. Language Learning & Technology, 16(2), 103-127. Retrieved from http://llt.msu.edu/issues/june2012/helmguthfarrah.pdf ; Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford, UK: Oxford University Press. ; López-Rocha, S. (2016). Intercultural communicative competence: creating awareness and promoting skills in the language classroom. In C. Goria, O. Speicher, & S. Stollhans (Eds), Innovative language teaching and learning at university: enhancing participation and collaboration (pp. 105-111). Dublin: Research-publishing.net. https://doi.org/10.14705/rpnet.2016.000411 ; O'Dowd, R. (2003). Understanding the "other side": Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7(2), 118-144. DOI: 10125/25202 ; O'Rourke, B. (2007). Models of telecollaboration (1): E(tandem). In R. O'Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 41-62). Clevedon, UK: Multilingual Matters. ; Schenker, T. (2012). Intercultural Competence and Cultural Learning through Telecollaboration. Calico, 29(3), 449-470. https://www.jstor.org/stable/10.2307/calicojournal.29.3.449 ; Western, Center for Research and Education on Violence Against Women and Children (2017). Cultural competence self-assessment checklist. Retrieved from: http://rapworkers.com/wp-content/uploads/2017/08/cultural-competence-selfassessmentchecklist-1.pdf
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Keyword:
Cultural competence awareness; Decentering; Intercultural dialogue
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URL: https://doi.org/10.4995/eurocall.2020.12206 http://hdl.handle.net/10251/146452
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Juggling Selves: Navigating Pre-service Teaching Experiences in Overseas Contexts ...
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Juggling Selves: Navigating Pre-service Teaching Experiences in Overseas Contexts ...
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