Chapter 6. First, second, third place and beyond: Reflection on a philosophy of Self &amp; Identity for intercultural language teaching

Crozet, Chantal

doi:10.1515/9781501503023-007

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…(De Keyser, 1991). Among the offered solutions to avoid such experiences, scholars have stressed the importance for students to learn the hosting country’s language, develop their communication skills, and inquire about the challenges they may encounter abroad from family, friends, and other sources (Byram et al , 1991; Crozet and Liddicoat, 1999). One of the most important aspects about the GJU is that in order for its students to be eligible for the German year, they should take six German language courses during their years of study.…”

Section: Internationalization Of Higher Education: a Theoretical Unde...mentioning

confidence: 99%

The role of social media in promoting citizenship values of international students during the COVID-19 global health crisis

Oweis

2021

IJHRH

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Purpose The purpose of this study, accordingly, is to not only offer insights about Arab international students’ stress management and adjustment mechanisms while abroad but also bring to light the extent to which these digital citizens’ use of social media networks reinforces their citizenship values and preserves their national identity during the COVID-19 global health crisis. Design/methodology/approach The researcher adopted the descriptive approach, which is the appropriate scientific method for this type of research studies, grounded on an examination of the reality or phenomenon, depending on its quantitative analysis and its accurate description by means of collecting data, using the measurement tool of questionnaire to identify the role of social media in relation to citizenship during the COVID-19 global health crisis. Findings Jordanian exchange students heavily rely on social media during the pandemic, choosing Facebook as their most favorable choice during the pandemic to connect with family and friends near and far, while choosing WhatsApp as the most favorable choice for promoting citizenship values during the pandemic, with an average willingness to actually discuss citizenship through social media. The findings affirm results and conclusions of previous studies about the crucial role of social media in international students’ cross-cultural experiences, especially during stressful events like the COVID-19 global health crisis. Originality/value Unfortunately, and even before the outbreak of the COVID-19 global health crisis, Arab international students, including exchange students, are already underrepresented in studies of international students’ adjustment and stress management in hosting countries (Farrugia et al., 2017; Meleis, 1982). This marginalization, or partial exclusion, of Arab international students’ experiences abroad should alert scholars of missed research opportunities that should alter existing knowledge about international students, especially when we realize, for example, that Arab international students showed the highest stress level among international students – including Asians who, according to previous studies, usually struggle the most (Bai, 2016:103).

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Section: Internationalization Of Higher Education: a Theoretical Unde...mentioning

confidence: 99%

The role of social media in promoting citizenship values of international students during the COVID-19 global health crisis

Oweis

2021

IJHRH

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“…The cause of the problems is identified as the failure to teach cultural communication skills in the classroom. Many researchers in foreign language teaching agree that culture must be explicitly taught as a central element and integrated with the teaching of language to enhance intercultural competence (Crozet & Liddicoat, 1999, 2000Liddicoat, 2002;Newton & Shearn, 2010).…”

Section: Introduction Background To the Studymentioning

confidence: 99%

The Teaching of Cultural Component among Teachers of English at High Schools in Vietnam

Ngoc¹,

Phuc²

2023

IJSSHR

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The first purpose of the paper is to explore the actual teaching practice of cultural components in language teaching classrooms in some schools in Hanoi, Vietnam. The second purpose is to better understand the teachers’ perceptions towards the integration of cultural teaching in their foreign language teaching practice. A qualitative research approach was selected to answer the research questions. Five observations were conducted along with semi-structured interviews with teachers who had been interviewed. The findings show that not many activities were employed to teach cultural components in these classes. The cultural features were mainly dealt with through facts, visual images and some brief connotation explanation. However, it was surprisi ng that most teachers believed that the teaching of culture is useful for students in developing their communicative competence.

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“…Language instruction has been encouraged to put culture into consideration. As cultural features are intertwined with language (Crozet & Liddicoat, 1999) , language learners from different backgrounds will inevitably bring their own cultural characteristics to the classroom. The term "culture" encompasses not only the culture of the target language, but also the culture of the learners themselves.…”

Section: Introductionmentioning

confidence: 99%

The influences of cultural characteristics in writing English: Perspectives from multilingual learners

Fitriana

2023

Journal of English Language Teaching and Learning

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Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.

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Chapter 6. First, second, third place and beyond: Reflection on a philosophy of Self & Identity for intercultural language teaching

Cited by 7 publications

References 5 publications

The role of social media in promoting citizenship values of international students during the COVID-19 global health crisis

The role of social media in promoting citizenship values of international students during the COVID-19 global health crisis

The Teaching of Cultural Component among Teachers of English at High Schools in Vietnam

The influences of cultural characteristics in writing English: Perspectives from multilingual learners

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