Foreign language and intercultural development in the Japanese context – a case study

Fritz, Robinson; Sandu, Roxana

doi:10.1080/14708477.2020.1766480

Cited by 14 publications

(8 citation statements)

References 16 publications

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“…In addition, the two self-reported questionnaires were used to collect the needed data for this study. These are the modified Intercultural Sensitivity Scale of Fritz, Mollenberg, and Chen (2002) and Classroom Management Scale adapted from Sugai and Colvin ( 2004) with Cronbach's reliability alpha of 0.839 and 0.977 respectively. To complement the quantitative data, the researcher prepared guide questions for cultural sensitivity and classroom management made based on the data gathered.…”

Section: Methodsmentioning

confidence: 99%

Cultural Sensitivity and Classroom Management of Teachers

Garcia

Pantao

2021

International Journal of Professional Development, Learners and

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The diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on cultural background becomes a valuable input to the way they manage their classroom. This study aimed to find out the relationship of cultural sensitivity with the classroom management of teachers.The study employed correlational research design. It is quantitative in nature that was complemented by interviews. It involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South Central Elementary School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers were randomly chosen for an interview. The data needed were gathered using questionnaires following the survey method and interviews of randomly chosen teachers. The data were analyzed using frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient.The result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal classroom management to a great extent. The findings also disclosed that a moderate significant relationship between cultural sensitivity and classroom management exists. Based on the findings, the cultural sensitivity of teachers influences their classroom management. The study recommends capacity-building programs for the teachers such as seminar-workshop on multicultural approaches to education and culturally responsive classroom management strategies for them to enhance their knowledge and skills on culture-sensitive classroom management.

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Section: Methodsmentioning

confidence: 99%

Cultural Sensitivity and Classroom Management of Teachers

Garcia

Pantao

2021

International Journal of Professional Development, Learners and

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“…The ISS was distilled down from 73 items through sampling and statistical reduction to its current 24-item form, which was shown to be “highly internally consistent” ( α = .86) within its context of United States college students (Chen & Starosta, 2000, p. 11) and relatively consistent with similar and more widely used instruments (p. 12). The ISS has been used in other studies as well in the United States (Dong, Day & Collaço, 2008), Germany (Fritz, Mollenberg & Chen, 2001), China (Peng, 2006), and Japan (Flowers, 2015; Flowers & Kelsen, 2016). In this present study, a Japanese translation of the ISS (Flowers, 2015) was given to participants in a pretest–posttest fashion, with the results of the two tests compared to determine if any changes to their intercultural sensitivity had occurred as a result of the exchange.…”

Section: Methodsmentioning

confidence: 99%

Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange

Flowers¹,

Kelsen²,

Cvitkovic³

2019

ReCALL

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This paper presents the results of a study exploring the intercultural development of first-year Japanese university students engaged in online intercultural exchange (OIE) using two variations: one implementing guided reflection, and the other relying on the learner autonomy model. Intercultural development was quantitatively measured using the Intercultural Sensitivity Scale (Chen & Starosta, 2000) and qualitatively investigated through participants’ written reflections. Results of the OIE using guided reflection showed significant gains in respect for the target culture, whereas the OIE that followed the autonomous learning model yielded significant gains in self-efficacy in relation to intercultural contact. Qualitative analysis of student reflections confirmed these findings and provided insight into the processes involved in achieving these results.

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“…With regards to specific tasks, student-driven approaches that have students working with educators as learning partners can "actively engage" students and "determine the path of [students] own learning" (Zmuda et al, 2015, p.148). Tasks based on this approach have been effective in helping Japanese students develop personal foreign language and intercultural development goals before studying abroad (Fritz & Miyafusa, 2016;Fritz & Sandu, 2020). By encouraging pre-departure students to create their own learning goals, sojourners become personally invested in their self-development and become aware of their own skills, attitudes, and knowledge gaps before studying abroad.…”

Section: Student-driven Approaches To Pre-departure Programsmentioning

confidence: 99%

Experiencing Diversity and English as a Lingua Franca: Japanese University Students in Bangkok

2022

TESOL Communications

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Following a hiatus due to COVID-19 restrictions, study abroad programs continue to be promoted by Japanese universities as beneficial for acquiring English and fostering global human resources. While prospective sojourners primarily consider inner-circle destinations, such as the United States and Australia, outer-circle countries receive significantly less attention. Therefore, this article is based on a longitudinal, transcendental phenomenological study, funded by the Japanese government, involving the shared experiences of six Japanese university students who studied at a university in Bangkok, Thailand. The authors' main purpose is to better understand the experiences of Japanese students in Bangkok, so that educators can improve language and culture curriculum for students intending to study in outer and expanding-circle countries, potentially increasing access and participation. The six participants completed weekly journals over 10 weeks while in Bangkok, followed by a post-return reflective survey and semi-structured interview. To capture the essence of experience, the authors identified 403 significant statements resulting in two clusters of meaning that compose a textural description of experience: utilizing English as a Lingua Franca and exposure to diversity (e.g. openness of sexuality and socio-economic disparities). A more nuanced structural description involves the four clusters of developing intercultural communicative competence; empathy; appreciation of one's home country; and challenging predeparture beliefs of the destination. After defining the participants' essence of experience and their impression of diversity, the authors provide pedagogical implications that can help institutions improve the curriculum of pre-departure programs, especially for students who eventually enroll in international experiences outside the Inner Circle.

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Foreign language and intercultural development in the Japanese context – a case study

Cited by 14 publications

References 16 publications

Cultural Sensitivity and Classroom Management of Teachers

Cultural Sensitivity and Classroom Management of Teachers

Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange

Experiencing Diversity and English as a Lingua Franca: Japanese University Students in Bangkok

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