Assessing Intercultural Competence in Language Teacher Education

Marques-Schäfer, Gabriela; Menezes, Danielle de Almeida; Zyngier, Sônia

doi:10.11606/1982-88372135144

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Intercultural communication is applied in ELT classes in various ways. Bechtel in Marques-Schäfer et al (2018) proposed the intercultural approach, which focuses on four main objectives: reflecting on the cultures of the students and the target language country, developing sensitivity to the similarities and differences between the students' culture and the foreign culture, and fostering the exchange of perspectives. Through these activities, Alaei and Nosrati (2018) argues teachers of foreign languages should assist their learners in achieving those through language learning, which is also the process' primary objective.…”

Section: Introductionmentioning

confidence: 99%

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Juliastuti¹,

Thayyib²,

Haerazi³

2023

REGISTER J.

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The acquisition of intercultural competence is considered paramount in enabling learners to engage comfortably with individuals from diverse linguistic and cultural backgrounds. The ability to communicate and interact appropriately with individuals from diverse cultural and linguistic backgrounds is increasingly recognized as a fundamental component of the 21st century learning skillset. To investigate the attitudes, knowledge, and skills of students in relation to intercultural activities, this study employs a literature-based instructional approach. The implementation of the Intercultural communicative competence through English Literature (ICC-EL) paradigm among 92 students enrolled in the English Education Study Program at an Islamic higher education institution is the subject of this study. The research adopted a mixed-method approach to generate both quantitative and qualitative data. Specifically, a questionnaire was administered to students upon the completion of the course to elicit quantitative data, while qualitative data was obtained through observation of the students' performance by the course lecturer. The results demonstrate that the implementation of the ICC-EL model has proven to be successful in stimulating the students' intercultural communication skills. Furthermore, the study of literary materials in the form of English novels has encouraged students to administer their awareness of intercultural communication skills. The incorporation of a variety of techniques has provided students with greater exposure to diverse languages and cultures, thereby encouraging them to manage their intercultural communication skills. The assessment of intercultural communication competency employed in the ICC-EL model is deemed appropriate and adaptable for implementation in different language teaching and evaluation contexts.

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Section: Introductionmentioning

confidence: 99%

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Juliastuti¹,

Thayyib²,

Haerazi³

2023

REGISTER J.

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“…AQUINO; ARANTES 2020). Immerhin dreimalin Limberger & Barbosa (2015), Marques-Schäfer, Menezes & Zyngier (2018) und Nunes (2020) wird allerdings erläutert, warum die Bezeichnung "língua estrangeira" bzw. "foreign language" dem Begriff der "língua adicional" vorgezogen wird.…”

Section: Introductionunclassified

DaF, DaZ, DaT, Língua Adicional: Wissensordnungen und Subjektpositionen in der Didaktik des Deutschen als Nicht-L1

Uphoff

2021

Pandaemonium ger. (Online)

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O artigo tem por objetivo examinar os contextos de produção dos termos Alemão como Língua Estrangeira, Alemão como Segunda Língua, Alemão como Terceira Língua e Língua Adicional empregados na literatura científica para denotar uma L≠1. Mobiliza-se como base teórica desse estudo a abordagem discursiva SKAD (Sociology of Knowledge Approach to Discourse; KELLER 2011a, 2011b), que investiga regimes de saber em diferentes áreas e contextos e explora as condições de possibilidade de determinadas ordens do conhecimento. Argumenta-se que os termos Alemão como Língua Estrangeira e Alemão como Segunda Língua, cunhados nos países de língua alemã, atribuem aos aprendizes de alemão como não-L1 posições de sujeito que não são mais considerados apropriados e admissíveis por estes. Como contraposição, propõe-se o termo de língua adicional, a partir da perspectiva de quem não fala a língua como L1, com o objetivo de neutralizar certos efeitos de sentido hierárquicos que os outros dois termos implicam. Nesse ponto de vista, o fato de que a noção ampla de língua adicional não permite diferenciações conceituais em termos do local de aprendizagem e da qualidade do processo de apropriação da L≠1, não é visto como um problema e até mesmo considerado uma vantagem.

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以電影為素材進行跨校跨文化交際

Huang¹,

Liu²,

Chen³

et al. 2022

CSL

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抽象的本文旨在介紹一次以「生死觀」為主題的包含5C特徵的實驗性跨校交流活動。「死亡」是華人文化的禁忌之一，對面死亡的態度、與死亡相關的文化現象和產物…等，既有文化普遍性，也有文化獨特性，是值得中文學習者學習的文化內容。本文作者為CLTA中文電影教學興趣小組(2016年成立）成員，分別任教於美國三所大學，於2020年春季學期Covid-19疫情初起時，分別使用電影《別告訴她》（英文：The Farewell）與《生生》（英文：Sen Sen）於課堂上，繼而合作規劃一次跨校的文化交流活動。該交流活動基於差異化教學、近側發展區間、鷹架與可理解輸入理論而設計，利用數位工具進行非同步與同步跨校交流，交流結果既強化參與交流之學生的語言能力，亦深化其學習中文和中華文化的動機和興趣。

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Assessing Intercultural Competence in Language Teacher Education

Cited by 3 publications

References 9 publications

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

DaF, DaZ, DaT, Língua Adicional: Wissensordnungen und Subjektpositionen in der Didaktik des Deutschen als Nicht-L1

以電影為素材進行跨校跨文化交際

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