Developing a Portfolio of Intercultural Competences in Teacher Education: The Case of a Finnish International Programme

Dervin, Fred; Hahl, Kaisa

doi:10.1080/00313831.2014.904413

Cited by 38 publications

(34 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, although EMI has been linked to internationalization efforts, little has been said about its role in the development of international and intercultural competences. Dervin and Hahl (2015) in Finland and Spiro (2011) in an online environment studied the development of intercultural competences in EMI teacher education programs; however, there is no mention of the effect of EMI on this development. For this reason, the objective of the study was to view the perceptions of the Department Director, professors, and students of a computer science program in a Colombian university concerning the effects of participating in an EMI course and the influence of the course on their development of IIC.…”

Section: Introductionmentioning

confidence: 99%

Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

View full text Add to dashboard Cite

Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.Keywords: English medium instruction; intercultural education; international education; higher education. CORRALES, PABA REY, SANTIAGO ESCAMILLA ¿Es suficiente el uso del inglés como medio de instrucción?Percepciones de estudiantes y profesores universitarios ResumenLa internacionalización de la educación superior tiene como objetivo el desarrollo de competencias interculturales e internacionales (CII) y el desarrollo de la lengua extranjera. Para lograr esto, las universidades en todo el mundo han implementado estrategias como la enseñanza de materias y contenidos en inglés, también conocida como el uso del inglés como medio de instrucción (en inglés: EMI). Sin embargo, hay aún escasa investigación sobre los aspectos positivos y negativos relacionados con la implementación de este enfoque en América Latina. Por esta razón, este estudio de caso explora las percepciones de un grupo de profesores de ciencias de la computación, de estudiantes y del administrador del programa en una universidad colombiana, en relación con el uso de este enfoque en el aprendizaje de contenidos y lengua y el desarrollo de las competencias interculturales e internacionales. Los resultados del estudio indican que la implementación de esta iniciativa ofrece beneficios, pero también plantea algunos retos. Por lo tanto, se generan algunas recomendaciones que conciernen a la institución como tal, a los profesores y los estudiante y se plantean algunos elementos del enfoque AICLE para apoyar el aprendizaje. Se espera que estos resultados contribuyan al análisis de la discusión del enfoque AICLE y EMI, especialmente en América Latina, en donde esta práctica es relativamente nueva.Palabras clave: inglés-medio de instrucción; educación intercultural; educación internacional; educación superior. 320O uso do inglês como meio de instrução é suficiente? Percepções de estudantes e professores universitários ResumoA internacionalização do ensino superior tem...

show abstract

Section: Introductionmentioning

confidence: 99%

Is EMI Enough? Perceptions from University Professors and Students

Corrales¹,

Rey

Escamilla

2016

laclil

View full text Add to dashboard Cite

show abstract

“…According to Menter (2016: 3), teacher education influences the "practice of teachers in schools and colleges and thereby [it has] a strong effect on the quality of educational experiences for learners". Many programs based on multicultural, intercultural, social justice and/or global teacher education aim at preparing teachers for working with and for immigrant students (Dervin & Hahl, 2015;Jokikokko, 2010). It is important to note that approaches to social justice often rely on American perspectives and that no 'Finnish' approach has been developed although there have been attempts at problematizing a 'Nordic' approach to promote justice in education (e.g.…”

Section: Recent Discussion Concerning the 2012 Finnish Results For Tmentioning

confidence: 99%

Constructions of Social Justice, Marginalization, and Belonging

Dervin

2019

Oxford Research Encyclopedia of Education

Self Cite

View full text Add to dashboard Cite

The theme of social justice appears to be central in education research. A polysemic and sometimes empty notion, social justice can be defined, constructed, and used in different ways, which makes it a problematic notion to work with intra- and interculturally. Global education research has often relied on constructions of the notion as they have been “done” in the West, leaving very little space to constructions from peripheries. This problematic and somewhat biased approach often leads to research that ignores local contexts and local ways of “discoursing” about social justice. Although some countries are said to be better at social justice in education (e.g., top performers in the OECD PISA studies), there is a need to examine critically and reflexively how it is “done” in different contexts (“winners” and “losers” of international rankings) on macro- and micro-levels. Two different educational utopias, China and Finland, are used to illustrate the different constructions of social justice, and more specifically marginalization and belonging in relation to migrant students—an omnipresent figure in world education—in the two countries. A call for learning with each other about social justice, and questioning too easily accepted definitions and/or formulas, is made.

show abstract

“…It is also essential for all teachers and students regardless of background to learn to see the 'other' in themselves in order to see diversity as richness that we are all part of (Dervin & Hahl, 2015). Nevertheless, the personal responsibility of immigrants to invest in learning the local language(s) cannot be ignored.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%