<b>The New Humanities:</b>The Intercultural, the Comparative, and the Interdisciplinary

Zepetnek, Steven Tötösy de

doi:10.2979/gso.2007.1.2.45

Cited by 9 publications

(1 citation statement)

References 29 publications

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“…In the initial stage, we reviewed literature and found that the major areas include language education (Byram, 2020), communication (Collier, 2015), sociology (Little et al, 2016), arts (Mahgoub, 2007), humanities (de Zepetnek, 2007) and international business (Schmidt et al, 2007). We used these keywords suggested by our literature review for initial search, including "intercultural, " "culture, " "multi culture, " "cross cultural, " "society, " "sociology, " "art, " "global, " "communication, " "connected, " "humanities" and "international. "…”

Section: Identifying Subject Areasmentioning

confidence: 99%

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning

et al. 2023

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This paper aims to survey language teaching MOOCs that promote intercultural competence (IC). Specifically, the survey aims to identify the keywords most relevant to MOOCs with IC components, the languages taught, the offering countries, and the embedded soft skills. The selection of keywords is important because they can indicate connection between different disciplines. After trialing a broader set of keywords in several rounds of initial search, we identified five keywords that are the most relevant to language education with IC components on MOOCs: culture, intercultural, cross culture, multi culture, and society. Then courses with these five keywords on language learning are selected for further analysis. The results are summarized as follows: (1) Most language teaching MOOCs are found under the keyword “culture,” indicating a strong connection between language education and intercultural communication; (2) In terms of the target languages and the offering countries, it is found that English, Chinese, and Spanish are the major languages widely taught in the context of intercultural competence; China, United States, and Ireland are the three countries which offer the highest numbers of MOOCs in this respect; United States, United Kingdom, and Australia are the three countries which offer the highest numbers of MOOCs of different languages. The results indicate that a limited number of languages and offering countries dominate the language learning MOOCs. The study calls for a plurality of languages and cultures to be taught through MOOCs, making more diversified knowledge systems accessible to global audiences. (3) The language teaching MOOCs not only focus on language but also aim to foster five types of soft skills (language learning skills, communication skills, business and entrepreneurship skills, career development skills, and cultural development skills), suggesting that intercultural competence and its related soft skills are usually important components embedded in such MOOCs courses.

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Section: Identifying Subject Areasmentioning

confidence: 99%

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning

et al. 2023

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Lexical Bundles of Stance in Upper-Level Argumentative Literary Essays and Expert-Level Literary Criticism Articles: A Comparative Dispersion Study

Lake

Lee

2022

World Englishes, Global Classrooms

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Cultural ecology and isomorphism applied to educational planning in China’s Inner Mongolia

Denman

James

2016

International Journal of Comparative Education and Development

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Purpose – Worldwide, dichotomies exist within macro- and micro-educational planning of systems of education. Inner Mongolia represents an interesting case in the sense that its educational system has been influenced by its historical and passive reliance on China’s political reforms and ongoing identity issues. The purpose of this paper is to discuss how cultural ecology and isomorphism can be compared and managed in the form of a dualism, involving complex organisational structures, operational procedures, and learning outcomes. These may be macro in focus but may also promote the development of social and cultural identity at micro levels. Emphasis is placed upon examining cultural ecology, a concept advocated by the cultural anthropologist, Roy Rappaport, but with concern for embracing indigenous knowledge as a complement to traditional educational attainment. Design/methodology/approach – This discussion further considers the feasibility and implementation of a rubric (the Denman-James Rubric (DJR)) that is a custom-tailored pilot project designed to visually demonstrate one’s mastery of creativity and communication, reflective thinking, and analytical and problem solving skills. A demonstration of the DJR is presented to highlight the progress made in its usage and utility in Inner Mongolia and elsewhere. Findings – A primary research goal is to investigate whether differing teaching and learning approaches and the use of alternative assessments over a period of time can promote, encourage, and empower students into taking greater ownership of their learning. Originality/value – This narrative is an original look at Inner Mongolia’s educational system and how it has been influenced by its historical and passive reliance on China’s political reforms and ongoing identity issues.

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The New Humanities:The Intercultural, the Comparative, and the Interdisciplinary

Cited by 9 publications

References 29 publications

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning

Lexical Bundles of Stance in Upper-Level Argumentative Literary Essays and Expert-Level Literary Criticism Articles: A Comparative Dispersion Study

Cultural ecology and isomorphism applied to educational planning in China’s Inner Mongolia

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