A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students

Dervin, Fred

doi:10.1080/17447143.2010.532218

Cited by 235 publications

(134 citation statements)

References 23 publications

Supporting

Mentioning

131

Contrasting

Unclassified

Order By: Relevance

“…The second aspect of being included refers to the way students feel that they are being personally and culturally included and respected at school celebrations. While the notion of culture is a liquid concept (Dervin, 2011), it is also one of the main aspects of school celebrations. The practical questions come down to the content of the celebration and the ways the worldviews and other cultural backgrounds of the participants are taken into account.…”

Section: International Journal Of Research Studies In Education 47mentioning

confidence: 99%

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Niemi¹,

Hotulainen²

2015

IJRSE

View full text Add to dashboard Cite

The notion of school belonging refers to the sense of membership and relatedness individual students feel with the other students and with the teachers at their school. Educational and psychological studies carried out in various contexts have shown that students' sense of school belonging is associated with several academic and non-academic outcomes, such as students' motivation to learn, level of academic achievement, and general future orientation. However, one of the major gaps in school belonging studies is the lack of connections between theoretical studies and actual school practice. There is an international need to gain a better understanding of the factors affecting students' sense of belonging in schools. To deepen our knowledge of how schools can better promote students' sense of school belonging at the whole-school level, this study focuses on school celebrations. The study consists of a statistical survey questionnaire conducted at three Finnish lower-secondary schools during the 2013-2014 academic year. To analyze the data and test the methodological hypotheses, we used a structural equation model (SEM). The findings of this study show that students' socio-emotional and educational experiences of school celebrations are positively related to their sense of school belonging. The study also shows the notable role of peer relationships in shaping students' social and emotional experiences of these events. The findings highlight the need for educational researchers, curriculum makers, and practitioners to pay more attention to the social, emotional, and educational content that school celebrations provide for students.

show abstract

Section: International Journal Of Research Studies In Education 47mentioning

confidence: 99%

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Niemi¹,

Hotulainen²

2015

IJRSE

View full text Add to dashboard Cite

show abstract

“…She argues that such an approach is necessary for exploring the cultural and intercultural aspects of language use because it is often by going beneath the surface that researchers can witness the kind of reality participants construct, reject, embrace and reconstruct, i.e. the layers of hidden discourses (Dervin, 2011). By uncovering these discourses, Räisänen states, the researcher can 'trace the ways in which individuals construct identities in relation to intercultural encounters and their linguistic and discursive choices when talking about their experiences' (p. #).…”

Section: Methodologiesmentioning

confidence: 99%

Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

Holmes¹,

Dervin²

2016

TheCultural and Intercultural Dimensions of English as a Lingua Franca

Self Cite

View full text Add to dashboard Cite

Further information on publisher's website:http://www.multilingual-matters.com/display.asp?K=9781783095094Publisher's copyright statement:Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

show abstract

“…Following Dervin (2007Dervin ( , 2011, we would now like to add to previous conceptualisations the notion of "liquidity", which has been studied from a sociological perspective with reference to that which is not given enough time to solidify, whether it is time itself, identity, population sectors, or society at large (Bauman 2007). Dervin's contention is that, as an attribute, "liquid" is also applicable to the experience of Erasmus students, given the temporary status of their tertiary studies' placement in a foreign country.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Dervin's contention is that, as an attribute, "liquid" is also applicable to the experience of Erasmus students, given the temporary status of their tertiary studies' placement in a foreign country. For this reason, besides proposing "a liquid approach to intercultural discourses" (Dervin 2011), he regards Erasmus students as archetypal "liquid strangers" who, as a way of developing their intercultural competence, should be given "the opportunity to look at themselves and others, as well as reflect on their own discourse and attitudes" (Dervin 2007). By doing so the ground will be paved for them to become more than mere carbon copies of native speakers.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Approaching Erasmus students’ intercultural communicative competence through their socialisation patterns

Almarza

Martínez

Llavador

2017

J. engl. stud. (Logroño, internet)

View full text Add to dashboard Cite

This paper presents a qualitative analysis of the impact of university students’ socialisation patterns on the development of ICC (Intercultural Communicative Competence) during their Erasmus placements. In our research, we complement previous comparative analyses of a quantitative nature between UK and Spain based students’ ICC. The answers to sixteen items from a questionnaire provided by 40 Nottingham Trent University and 30 University of Salamanca students shed light on three pivotal dimensions: everyday interaction patterns, overall perception of the study sojourn, and intercultural lessons learned during their stay. Our results show that, at the end of their placement, both cohorts report no substantial differences on their means to socialise while abroad and that the two confer paramount importance to being open-minded and using the target language proficiently, while their perception differs regarding aspects such as their previous knowledge about the host country or their self-image as representatives of their home culture.

show abstract

A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students

Cited by 235 publications

References 23 publications

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

Approaching Erasmus students’ intercultural communicative competence through their socialisation patterns

Contact Info

Product

Resources

About