Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse

Abstract

Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.

Pursuing goals of sustainable development and internationalization in higher education context

“…Moreover, apart from developing foreign language and cross-cultural competences in class, foreign language teachers improve them by involving domestic and international students in extracurricular activities, including fulfilling various tasks related to principles of sustainable development. As reported by Dolly Eliyahu-Levi and Michal Ganz-Meishar, who examined perceptions and attitudes of intercultural competence development, students involved in extra-curricular learning had a deeper insight on creating a pluralistic professional identity and cultural-emotional commitment in comparison to the students who were not engaged in extra-curricular activities [17].…”

Navigating collaborative learning across national boundaries: a comparative study of educators’ perspectives in Israel and Turkey

“…These challenges include language barriers, cultural tensions, social gaps, and academic performance concerns for the children and their families. Conversely, the receiving society must navigate the complexities of ensuring social inclusion and equity without conflict (Pianta et al, 2008;Eliyahu-Levi and Ganz-Meishar, 2020).…”

La tecnoferencia en el ámbito familiar. La percepción de los padres en torno al uso del teléfono móvil y las interacciones con los hijos

“…En este sentido, sería recomendable realizar un estudio en Educación Primaria y Educación Secundaria y comparar resultados. Finalmente, es recomendable pensar en programas educativos a partir de este estudio con el fin de trabajar con familias y alumnado de forma colaborativa desde la escuela (Eliyahu-Levi y Ganz-Meishar, 2020;Fernández-Díaz, Gutiérrez-Esteban, y Fernández-Olaskoaga, 2019).…”