Developing and evaluating intercultural competence: Ethnographies of intercultural encounters

Holmes, Prue; O’Neill, Gillian

doi:10.1016/j.ijintrel.2012.04.010

Cited by 146 publications

(83 citation statements)

References 18 publications

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“…Spencer-Rodgers (2001, 640) notes that "international [students] constitute one of the most diverse collections of individuals that may be encountered by another group of social perceivers", and growing corpus of research has addressed the ways in which home students engage with this complexity. Spencer-Rodgers (2001) and Spencer-Rodgers and McGovern (2002) find that they are generally well-disposed towards their international peers, although they often hold stereotypical assumptions about the culture of 'others' (Holmes and O'Neill 2012). However, actual contact between the two groups is generally found to be uncommon, unstructured and lacking in meaning (Halualani et al 2004;Halualani 2008) However, while the relationship was positive and rewarding, it was strongly bounded to being an on-campus friendship based around academic support, with the two individuals returning to homophilic social groups when off-campus.…”

Section: Scope Of Reviewmentioning

confidence: 99%

“…At the highest level of abstraction, an engagement with diversity provides the individual with the opportunity to develop a certain form of reflexivity which enables them to question their perspectives and cultural heritage by juxtaposing them with those held by equal others (Holmes and O'Neill 2012). This provides opportunities to develop an empathetic approach to problem-solving, as well as the tools to challenge hegemonic power structures.…”

Section: Concluding Reflectionsmentioning

confidence: 99%

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Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison

2015

Teaching in Higher Education

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Section: Scope Of Reviewmentioning

confidence: 99%

Section: Concluding Reflectionsmentioning

confidence: 99%

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison

2015

Teaching in Higher Education

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“…They realised that acknowledging others' perspectives might also include the need to deal with conflict, which required effort. Similarly, Holmes and O'Neill (2012) discussed how the students in their study found that understanding dual perspectives involved work, effort, and time as they grappled with confusion and contradiction present in their own worldviews and those of others. This processual and reciprocal aspect of intercultural learning, especially while abroad, has important implications for the focus, duration, and content of study abroad courses delivered by international offices, and challenges current practice consisting of pre-departure briefings concerning the practical aspects of study abroad.…”

Section: Conclusion and Implications Of The Studymentioning

confidence: 99%

“…Kinginger (2015) highlights the need for intercultural preparation and education where study abroad is concerned so that mobile students learn to explore the experience of otherising and being otherised, and of 'discover [ing] their own image in the eyes of their hosts' which may be unsettling (p. 7). Processes of sustained engagement and critical (self) reflection have been demonstrated as important in learning to understand others as well as the self (Holmes & O'Neill, 2012;Savicki, 2008). By inviting students to reflect on their intercultural experience, the IEREST materials promote individuals' intercultural learning and awareness, and hence, the possibilities for transformation and the expansion of their small cultural spheres (Holliday, 1999).…”

Section: Introductionmentioning

confidence: 99%

Interculturality and the study abroad experience: students’ learning from the IEREST materials

Holmes

Bavieri

Ganassin

et al. 2016

Language and Intercultural Communication

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study investigated how a "while abroad" (IEREST) intercultural experiential learning programme i) encouraged mobile student sojourners to explore the concept of "interculturality"; ii) promoted their intercultural engagement/communication during their stay abroad; and iii) invited them to reflect on their own (developing) interculturality. As students demonstrated their intercultural learning and perspectives, how did they (re)interpret and (re)construct the IEREST learning materials? Data drew on questionnaires, reflective journals and focus groups from two groups of mobile university students (in Italy and the United Kingdom). The findings illustrated how students' initial expectations of the programme (meeting new people, improving language) were exceeded. Through reflection of experience, and discussion with peers, tutors, members of the host community students realised that "interculturality" is multifaceted and complex; they expanded their small culture spheres to explore community cultures (gender, age, locality); they acknowledged the effort, work, and time required in interpreting bilateral understandings of self and other, and the possibilities of such understandings for global/intercultural citizenship. The outcomes offer implications for intercultural learning and training in the study abroad context, materials development, and further research concerning student mobility and intercultural education in other contexts.La ricerca ha inteso investigare le modalità attraverso cui un programma di educazione interculturale, basato su un approccio esperienziale e rivolto a studenti universitari in mobilità (IEREST), i) abbia incoraggiato gli studenti ad indagare sul concetto di 'interculturalità'; ii) abbia promosso il loro impegno e la comunicazione interculturali; iii) li abbia sostenuti nella riflessione sul proprio sviluppo di capacità interculturali. Ci si è pertanto chiesti in quale modo gli studenti abbiano recepito, reinterpretato e ricostruito i concetti sottostanti ai materiali didattici IEREST. I dati, raccolti in Italia e nel Regno Unito mediante questionari scritti, diari riflessivi e focus group, mostrano come gli studenti abbiano acquisito una consapevolezza interculturale oltre le loro aspettative iniziali (incontrare persone nuove, migliorare la lingua). Attraverso la riflessione sulle esperienze vissute e attraverso l'interazione con i propri pari, con gli insegnanti e con membri della comunità locale, gli studenti h...

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“…(1) Introduction (2) Basics of intercultural communication (3) Basics of intercultural communication: verbal and nonverbal codes (4) Cultural identity development (5) Influences on priority of cultural identity (6) Diversity of worldviews (7) Differences in use of power, leadership (8)…”

Section: B Concept and Theory Of Intercultural Communication For Thementioning

confidence: 99%

On the Content of Intercultural Communication Teaching

Li¹

2016

Proceedings of 2016 5th International Conference on Social Science, Education and Humanities Research

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Abstract. The realities in intercultural communication teaching are that students still have no motivation and courage to communicate with the one with different cultural background and that the strangeness and distance between different cultural communicators are still unconquerable. With the development of world's economy and society and the convenience of various kinds of transportation, the world has become a real-life "world village", which generates new challenges for teachers to conduct the intercultural communication teaching in various kinds of ways, mostly in the contents. Intercultural communication courses aiming at improving students' cross-cultural communicative competence should be instructive, pragmatic and applicable, on the basis of which the author tempts to analyze what should be taught in intercultural communication teaching from the perspective of the teachers' role and the students' need.With the development of world's economy and society and the convenience of various kinds of transportation, the world has become a real-life "world village" rather than the one only appearing in books or minds, in response to which, intercultural communication teaching and the relevant courses are of great significance for students to learn and understand the similarities and differences among different cultures; and are helpful for students to play their part in the innovation and advancement of the society at an international level. Based on the teaching experiences of the past years in intercultural communication courses, the author finds many of the content in the referred course books are not attractive to students, which lead to students' disinterest in the study of intercultural communication, not to mention the research and command of them. Although some devoted and diligent learners have a splendid command of the knowledge of cross-cultural communication, they find it very hard to take the knowledge into practice and still feel strong sense of disappointment and depression because of the barriers and obstacles in cultural exchanges. The realities for the students are that they still have no motivation and courage to communicate with the one with different cultural backgrounds and that the strangeness and distance between different cultural communicators are still unconquerable. Intercultural communication courses aiming at improving students' cross-cultural communicative competence should be instructive, pragmatic and applicable, on the basis of which the author tempts to analyze what should be taught in intercultural communication teaching from the perspective of the teachers' role and the students' need. Teachers' roleAs an instructor of the course, the teacher himself or herself is supposed to be an intercultural communicator with specialized knowledge and skills, including fluent usage of world language or target language, understanding the basic concept and theory of intercultural communication, cherishing a global mentality and clarifying their specific cultural identity and cultural adaptat...

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Developing and evaluating intercultural competence: Ethnographies of intercultural encounters

Cited by 146 publications

References 18 publications

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Interculturality and the study abroad experience: students’ learning from the IEREST materials

On the Content of Intercultural Communication Teaching

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