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Why we don't always say what we mean: Linguistic Politeness and Intercultural Competence
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| 4 |
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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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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| 7 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 8 |
Educação global: perspetivas de alunos e professores de uma escola europeia
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| 9 |
Telecolaboración y competencia comunicativa intercultural en la enseñanza-aprendizaje de ELE: un proyecto en educación superior
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 97-118 (2022)
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| 10 |
Problematizing Culture with Video in Teacher Training
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In: ISSN: 1470-8477 ; Language and Intercultural Communication ; https://hal.univ-lorraine.fr/hal-03041912 ; Language and Intercultural Communication, Taylor & Francis (Routledge), 2021, ⟨10.1080/14708477.2021.1989445⟩ ; https://www.tandfonline.com/doi/full/10.1080/14708477.2021.1989445 (2021)
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| 11 |
Problematizing Culture with Video in Teacher Training
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In: ISSN: 1470-8477 ; Language and Intercultural Communication ; https://hal.univ-lorraine.fr/hal-03618848 ; Language and Intercultural Communication, Taylor & Francis (Routledge), 2021, ⟨10.1080/14708477.2021.1989445⟩ ; https://www.tandfonline.com/doi/full/10.1080/14708477.2021.1989445 (2021)
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| 12 |
A jazz orientation of the Three-Dimensional Developmental Trajectory of the intercultural maturity model
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Abstract:
In this case study, The King and Baxter Magolda (2005) Intercultural Maturity Model was utilized as the explanatory framework for the development of intercultural maturity in a globally networked learning environment (GNLE) with college students. Through ethnographic data collection strategies and qualitative analysis of interviews, observations, narrative inquiry, and student artifacts, I explored the developmental stages of the intercultural maturity of study participants in a GNLE with college students from three international universities in South Africa, Europe, and the United States. I sought to determine if any relationship existed between the development of intercultural maturity and the study of jazz. This research inquiry represented a distinct opportunity to examine if student activities in jazz subjects might ground new theories for the attainment of intercultural maturity. A globally networked classroom of jazz students presented a salient opportunity to observe if interactant traits could mature, instigated through jazz curricula, and whether such a model had explanatory potential in a web-based context. The findings were instructive for considerations comparative to traditional developmental models of intercultural maturity, with a particular focus on the efficacy of asynchronous and synchronous student interactions within the activities. The context of a GNLE, an interesting alternative to study abroad when considered as a teaching and learning paradigm instead of just a technology modality, facilitated rich descriptions and data to gauge students’ demonstration of the domains of the King and Baxter Magolda (2005) Intercultural Maturity Model. Adding jazz curricula and pedagogy to the GNLE environment, situated between cohorts geographically apart, allowed for a reimagining of the King and Baxter Magolda Intercultural Maturity Model to A Jazz Orientation of the Three-Dimensional Developmental Trajectory of the Intercultural Maturity Model.
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Keyword:
Asynchronous classrooms; Diversity & inclusion; Global learning; Intercultural competence; Jazz curriculum; Jazz pedagogy; Music education
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URL: https://hdl.handle.net/2144/43094
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| 13 |
A Polite and Respectful Acceptance —— Implicit Function of Refusal in Chinese from Pedagogical Perspective
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 14 |
Language Ideologies and the Intercultural Universities in Mexico: San Felipe del Progreso and Ixhuatlán de Madero
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| 15 |
Hybridizing space to develop international business: the ILE project ; Hybrider l'espace pour développer l'international : le projet ILE
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In: Enjeux actuels et futurs de la formation et de la profession enseignante ; https://hal.archives-ouvertes.fr/hal-03214698 ; Enjeux actuels et futurs de la formation et de la profession enseignante, CRIFPE, Apr 2021, Montreal (en ligne), Canada ; https://colloque2021.crifpe.ca/fr/? (2021)
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| 16 |
International Bilingual Journal of Culture, Anthropology and Linguistics ...
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| 17 |
Lenguaje y alfabetización con un programa digital bilingüe para niños y niñas qom de 3 a 7 años: cambio de código en el input ...
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| 18 |
Lenguaje y alfabetización con un programa digital bilingüe para niños y niñas qom de 3 a 7 años: cambio de código en el input ...
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| 19 |
Breaking down disciplinary walls: redefining the teaching of Translation for Intercultural Dialogue
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| 20 |
Language policy and the racialized minority's national and state identity ...
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