Encouraging intercultural attitudes and practices in contemporary ECEC services. Insights from A research conducted in Italy, Spain, and Hungary

Silva, Clara; Bajzáth, Angéla; Lemkow-Tovías, Gabriel; Wastijn, Bert

doi:10.1080/1350293x.2020.1707365

Cited by 14 publications

(14 citation statements)

References 15 publications

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“…Intercultural competence comes to the dimensions or categories of IC and IC learning, different theories differ on their numbers and terminology. Persons' attitudes are powerful tools in the way of how they communicate and relate with others (Atay et al, 2009;Deardorff, 2012;Hadis, 2005a;Sharif & Yarmohammadi, 2013;Silva et al, 2020;Vurdien & Puranen, 2020;Zenner & Squire, 2020). Positive and open attitudes impact on how effectively a person can develop and use their skills of discovery and interaction when communicating with others and this person is consequently less likely to experience distress when interacting with others (Al Khuja & Björkqvist, 2020;Byram et al, 2002, Collopy, Tjaden-Glass, & McIntosh, 2020Hadis, 2005a;Zhai, 2000).…”

Section: Literature Of Reviewmentioning

confidence: 99%

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

2021

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The globalized era together with demographic, geographical, and structural changes to English has reshaped the landscape of English language teaching (ELT) and emphasized the importance of preparing language learners for intercultural communication. It is becoming increasingly difficult to ignore the relations of language and culture. The aim of the present study was to assess intercultural factors in learning and education on Iranian EFL and Non-EFL learners in terms of their attitude, knowledge, awareness, and skill. A quantitative research method was applied with 400 high school students who were 215 EFL Learners and 185 Non-EFL Learners which included both genders in the Summer term in 2019. The convenience sampling method was used. A questionnaire (by Fantini, 1999, Brattleboro, Vermont, USA; revised, 2013) was run. It was valid because it was a standardized questionnaire and its reliability was checked via Cronbach's alpha (p < 0.000).

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Section: Literature Of Reviewmentioning

confidence: 99%

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

2021

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“…Spain, like the entire European continent, has become an intercultural territory [36,37]. The great migratory influx has transformed the country, increasing its diversity [38] due to the introduction of different groups that follow different religions, customs and traditions [39].…”

Section: Interculturality Social Wellbeing and Social Skills In Educational Centersmentioning

confidence: 99%

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

2021

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This study aims to expand the existing scientific, theoretical and empirical knowledge about the influence of the variables age, gender, nationality and place of residence on the probability of developing social skills that generate social wellbeing, and, in addition, to identify the relationship between the most influential variable and the academic success of immigrant students. We hope that the educational community, in an intercultural context, can benefit from and apply this knowledge to assist immigrant students. In this study, a sample of n = 749 students aged between 12 and 18, of 41 different nationalities, is analyzed using the Social Skills Scale for Young Immigrants (SSSYI). Data analysis is performed with the SPSS and STATA statistical programs. Multiple linear regression (MLR) analyses verify that nationality is the most influential variable. In addition, when calculating the Pearson correlation, high and positive correlations are found between social skills, nationality and students’ grades, with which academic success was measured. In conclusion, we find that students who emigrated from the European continent present better social skills, better social wellbeing and greater academic success.

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“…This only compounds and reinforces the negative stereotypes and ideas educators hold over specific minority groups. Challenging and changing these ideas, requires lengthy and systematic policy action in many fronts, strengthening the relationship between ECE and families, but also intensive training and support for ECE practitioners to help them improve their practice towards a more inclusive model (Silva, Bajzáth, Lemkow-Tovias, & Wastijn, 2020;Urban, Vandenbroeck, Van Laere, Lazzari, & Peeters, 2012).…”

Section: Goals Values and The Role Of Ideas In Early Childhood Educamentioning

confidence: 99%

Early childhood education research in Europe: contexts, policies, and ideas

Alexiadou

Altmann

2020

Education Inquiry

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Encouraging intercultural attitudes and practices in contemporary ECEC services. Insights from A research conducted in Italy, Spain, and Hungary

Cited by 14 publications

References 15 publications

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

Early childhood education research in Europe: contexts, policies, and ideas

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