Critical incidents and cultural relativism - tools for survival in foreign context?

Ragnhild E. Lund attended the first meeting of the group which became known as Cultnet in 1997. This chapter charts some of the changes which have happened in “the cultural dimension” of language teaching since then by comparing the programme and people of 1997 with the same event in 2021. It is completed by some reflections from others who were there in 1997 and how they have changed but stayed the same in their intercultural lives.

Section: Figure 1 Learning Cycle Of Intercultural Competencementioning

confidence: 99%

Change and Development in the Cultural Dimension of Language Teaching, and Beyond

Byram¹

2022

Section: Figure 1 Learning Cycle Of Intercultural Competencementioning

confidence: 99%

From Survival to Thriving Mode in EAP Classrooms in the Emergency Online Teaching: Student Perceptions of Learning-Oriented Assessment in Higher Education

Saglam¹

2022

Learning-oriented assessment (LOA) has gained attention as a classroom-based assessment approach because it is used to stimulate learning through assessment by focusing on actively engaging students in assessment and feedback. Although prior research has examined LOA from multiple vantage points, there is a lack of research on its implementation in online learning and how different stakeholders perceive the impact of online LOA practices. This chapter reports on a mixed method study exploring students’ perceptions of the LOA approach based on an integrated assessment task (reading/listening-to-writing/speaking) and used within the scope of an EAP program in a Turkish context to study its impact upon learning. Participants included 45 university students who completed an initial questionnaire; 21 of these students then participated in focus group interviews. Findings revealed positive student perceptions of online LOA tasks because of the opportunities these tasks provided for improved language and academic skills, collaboration and dialogue, deeper learning, and longer engagement. In addition, there was evidence of a greater emphasis on teacher feedback over students’ self- and peer evaluations when revising the written report. The findings highlight pedagogical implications for using integrated assessment tasks in online LOA practices.

Section: Figure 1 Learning Cycle Of Intercultural Competencementioning

confidence: 99%

The Subject of English in LK20: A Catalyst for Multilingual and Intercultural Competence?

Speitz,

Myklevold

2022

This chapter focuses on aspects of multilingualism and intercultural competence in the subject of English in the LK20 curriculum. Both terms are first thoroughly defined and discussed; the text then presents a content analysis of the new national curriculum (LK20) with a specific focus on the Core Curriculum and Curriculum in English. The authors find that both concepts, multilingualism and intercultural competence, are well incorporated in the LK20 English curriculum, appearing both separately and in tandem. The subject of English is presented as an important building block in pupils’ dynamic and developing linguistic and (inter)cultural repertoire. As the first additional language taught in school, English has the potential to be a catalyst for both multilingual and intercultural competence (MIC). However, becoming this catalyst in practice may depend on teachers’ and school administrators’ interpretations, competences, and attitudes.