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1	КОМПЕТЕНЦИЯ В ОБЛАСТИ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА И МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ ... : COMPETENCE IN TEACHING ENGLISH AND INTERCULTURAL COMMUNICATION ...
	Собирова, Гуласал Бабаджановна. - : Oriental renaissance: Innovative, educational, natural and social sciences, 2022
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2	Didattica performativa nella promozione della lingua e cultura Italiana in Irlanda: il corpo e la danza come strumenti di apprendimento linguistico e ponti tra culture
	Dianetti, Michela; Nicora, Francesca. - : Università degli Studi di Milano, 2022
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3	Recognizing language accommodation skills: dealing with language proficiency differences during Virtual Exchange
	Felce, Catherine; Sauro, Shannon
	In: Eurocall 2021 ; https://hal.archives-ouvertes.fr/hal-03334686 ; Eurocall 2021, Le Cnam, Paris, Aug 2021, Paris, France (2021)
	Abstract: International audience ; During Virtual Exchange (VE), communication unfolds in a particular context which embraces the virtual space where interactions between international partners take place, the technological medium chosen for communication, the different participants with their communicative abilities and cultural background. Learning, defined as change or shifts in a specific competence, can therefore occur in different domains: studies with different scope in the field (Çiftçi & Savaş, 2018; The EVALUATE Group, 2019; O'Dowd, Sauro & Spector-Cohen, 2020) have shown the learning potential of VE for enhancing intercultural competence, developing a range of language skills, increasing (critical) digital literacy or acquiring disciplinary knowledge. The EU-funded EVOLVE project confirms these results regarding students learning on a large scale and supports the positive impact of Virtual Exchange on the development of the above mentioned range of skills and competences (EVOLVE Project Team, 2020).However, with respect to language learning, studies focus in particular on VEs that are embedded in courses where language learning is a targeted goal (Çiftçi & Savaş, 2018) but as EVOLVE and other large-scale projects have explored, VE is a useful learning practice across disciplines, not only in language courses. As a result, we see an increasing number of VE participants who do not identify as language learners interacting with others for whom language learning is a part of the VE expectations. At the same time, we also see differences in language proficiency, even among groups of students who all identify as language learners. What remains to be investigated is whether language development might also occur among non-self-identified language learners as a result of VE. Similarly, what types of language development might high proficiency language users/learners report when engaged in VE, particularly when partnered with lower proficiency speakers?Accordingly, this study employed qualitative content analysis (Zhang & Wildemuth, 2009) on (n=248) students' self-reports of language learning in open-ended questions and (n=19) follow-up interviews across 16 different VEs within the EVOLVE Project. It appeared that high proficient speakers also reported changes related to language. On the one hand, their comments reflect awareness of the constraints that affect communication during collaborative work with their international peers; while on the other hand, they describe ways to cope with such constraints by adapting their language (their output or their receptive skills) in order to meet the requirements they perceived for successful communication. We assume that gains in linguistic flexibility or in adaptive language use should therefore be considered as part of the speakers’ communicative competence and as a crucial component for effective online collaboration with international partners.In this paper, we look at adaptive choices and moves during the VE by high proficiency speakers, and draw upon Communication Accommodation Theory (CAT; Gallois, Ogay & Giles, 2005) to provide explanations for the reported linguistic shifts and to help us recognize that language learning occurs - irrespective of the proficiency of the speakers - as situated, in a specific social context embedded practice which is strongly linked to the intercultural experience and the interpersonal relationships build during VE.
	Keyword: [SHS.LANGUE]Humanities and Social Sciences/Linguistics; Communication Accommodation Theory; intercultural communicative competence; linguistic flexibility; Virtual Exchange
	URL: https://hal.archives-ouvertes.fr/hal-03334686
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4	La dimensión social del lenguaje como una oportunidad educativa para la promoción del diálogo intercultural en el aula de Educación Superior
	Vicente Llavata, Santiago; Carmona Rodríguez, Carmen. - : Editorial Universitat Politècnica de València, 2021
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5	Repertori i usos lingüístics d'un alumne intern d'origen marroquí d'un centre penitenciari de l'àrea metropolitana de Barcelona
	Sans Bertran, Maria Teresa. - 2018
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6	Repertori i usos lingüístics d’un alumne intern d’origen marroquí d’un centre penitenciari de l’àrea metropolitana de Barcelona
	Sans Bertran, Maria Teresa
	In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 3 (2018): Agost/Setembre 2018; p. 64-86 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 3 (2018): Agost/Setembre 2018; p. 64-86 (2018)
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7	ПЕРЕХОД ОТ ЕСТЕСТВЕННОГО БИЛИНГВИЗМА К ИСКУССТВЕННОМУ КАК УСЛОВИЕ АДАПТАЦИИ В ПОЛИЛИНГВАЛЬНОМ МИРЕ (НА МАТЕРИАЛЕ ТЕКСТОВ РАМАЗАНА ТРАХО)
	ХАЧАК Ф.Д.. - : ФГБОУ ВПО «Брянский государственный университет им. акад. И.Г. Петровского», 2017
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8	МЕТОДИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ЛИНГВОКУЛЬТУРОЛОГИЧЕСКОЙ КОМПЕТЕНЦИИ У ИНОСТРАННЫХ СТУДЕНТОВ НА ЭТАПЕ ДОВУЗОВСКОЙ ПОДГОТОВКИ
	ДЬЯКОВА ТАТЬЯНА АЛЕКСАНДРОВНА; ЖЕРЕБЦОВА ЖАННА ИВАНОВНА; ХОЛОДКОВА МАРИНА ВЛАДИМИРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Тамбовский государственный университет имени Г. Р. Державина», 2016
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9	Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools?
	Faneca, Rosa Maria; Araújo e Sá, Maria Helena; Melo-Pfeifer, Sílvia. - : Taylor & Francis (Routledge), 2016
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10	Fostering global leaders: A case study of the Korea Foundation for the Next Generation Sports Talent and its partnership with the University of Tennessee, Knoxville
	Nam, Benjamin Hisung
	In: Masters Theses (2015)
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11	Beyond Translating French into English: Experiences of a Non-Native Translator
	Namukwaya, Harriett
	In: TranscUlturAl: A Journal of Translation and Cultural Studies; Vol 5, No 1-2 (2013): Translating Peripheries; 61-79 ; ISSN 1920-0323 (2014)
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12	In Pursuit of Intercultural Communicative Competence in EFL Context: Exploring Iranian English Teachers’ Perceptions
	Mosa Reza Banafsheh; Mohadese Khosravi; Mavadat Saidi
	In: Journal of Applied Linguistics, Vol 6, Iss 13, Pp 65-83 (2013) (2013)
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13	ФОНОЛОГИЧЕСКИЕ КАТЕГОРИИ КАК ОБЪЕКТ ЛИНГВОКУЛЬТУРНОГО АНАЛИЗА
	Шевченко, Т.. - : Государственное образовательное учреждение высшего профессионального образования "Московский государственный лингвистический университет", 2012
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14	Integración lingüística y cultural de los inmigrantes en España. Los marroquíes en Barcelona
	Sagaama, Oumaya. - : Universitat de Barcelona, 2010
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15	Taking scripts as a model of lesson organisation for the integration of culture and language in ELT
	Criado, Raquel
	In: Revista alicantina de estudios ingleses. - Alicante : Univ. 22 (2009), 295-314
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16	La competencia intercultural en la enseñanza del inglés dentro del contexto turístico
	Alonso Alonso, Ana. - : Universidad de Alcalá. Servicio de Publicaciones, 2006
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17	Linguistic anthropology : a reader
	Duranti, Alessandro (Hrsg.). - Malden, MA [u.a.] : Blackwell, 2001
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	UB Frankfurt Linguistik
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18	Language, culture, and world view
	Fantini, Alvino E. (Hrsg.); Anglin, Jeremy M. (Mitarb.); Corson, David (Mitarb.)...
	In: International journal of intercultural relations. - Amsterdam ; Jena [u.a.] : Elsevier 19 (1995) 2, 161-293
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