Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning

Busse, Vera; Krause, Ulrike-Marie

doi:10.1016/j.learninstruc.2016.01.006

Cited by 22 publications

(17 citation statements)

References 27 publications

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“…We found that engaging in intercultural contact (learning about others) and exploring one's own cultural background (learning about oneself) are both related to higher CQ among adolescents, and that CQ increases with age. Our results suggest that apart from explicit intercultural trainings (e.g., Busse & Krause, ), it may also be possible to foster CQ in daily (school) life, by encouraging intercultural contact and stimulating students to critically reflect on their own heritage, cultural beliefs, and biases. Contact is especially likely to promote CQ when individuals are confronted with diversity and when individuals engage in cognitive effort to resolve these inconsistencies (Tadmor & Tetlock, ).…”

Section: Discussionmentioning

confidence: 86%

From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence

Schwarzenthal

Juang

Schachner

et al. 2017

Community & Applied Soc Psy

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We investigated intercultural competence among immigrant and non-immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration.The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years (M age = 13.69 years, SD age = 1.83). Intercultural competence was measured using a self-report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self-report questionnaires. Results showed that among immigrant and non-immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence.As predicted, self-reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills.

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Section: Discussionmentioning

confidence: 86%

From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence

Schwarzenthal

Juang

Schachner

et al. 2017

Community & Applied Soc Psy

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“…We observed a large, significant interaction effect because negative affect was particularly low in the experimental group after Lessons 1 and 5, but it was slightly elevated in the control group compared to Lessons 2, 3, and 4. Because the students in intervention group had engaged in the two affective‐experiential activities in Lessons 1 and 5, the data seemed to provide further evidence for the usefulness of such activities for promoting positive affect in EFL teaching (see also Busse & Krause, ; Busse et al., ).…”

Section: Discussionmentioning

confidence: 93%

“…Age‐appropriate alternatives could include affective‐experiential learning activities because they are less abstract. Affective‐experiential learning draws on students’ emotions and involves learning through reflection on one's own experience, which has been shown to be beneficial for student motivation and for addressing the attitudinal dimensions of learning (e.g., Busse & Krause, ; Busse, Riedesel, & Krause, ).…”

Section: Background Literaturementioning

confidence: 99%

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Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

et al. 2019

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Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, M age = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingual education and second language motivational research, we encouraged children in the intervention group to use their linguistic resources, and they engaged with two affective-experiential activities aimed at stimulating attitudinal aspects of learning. We investigated intervention effects through pre-, post-, and follow-up tests. We measured affect after each lesson. The intervention group displayed higher plurilingual ideal self aspirations after the intervention and higher positive affect throughout the We thank the participating school, students, teachers, research assistants-in particular Katharina Busse et al.Addressing Linguistic Diversity in the Classroom intervention. Importantly, the intervention group made significantly larger vocabulary learning gains than the control group despite spending less time on task.

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“…Their work reveals the role of the computer as an important aid to the teacher (Beaty, 2010); examines main provisions of its application in training, control and implementing research (Chapelle, 2001); give practical recommendations to teachers on using the Internet in class (Dudeney, 2007). At the same time, foreign researchers are turning to new interactive methods of teaching foreign languages (Abdyhalykova, 2016, Busse -Krause, 2016) as a part of forming intercultural communication (Lin -Ying, 2014). Thus, foreign researchers laid the foundations of programmed learning, revealed its advantages and disadvantages, substantiated its principles and the application technology.…”

Section: Introductionmentioning

confidence: 99%

Peculiarities of developing high school students’ lexical skills by means of the programmed learning technology

Лебедева¹,

Bykova²,

Masalimova³

et al. 2018

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The purpose of this study is to substantiate theoretically and to test experimentally the effectiveness of the programmed learning technology at the lessons of a foreign language to develop lexical skills of high school students. The article presents the authors' fragments of lessons and sets of exercises with the use of programmed instruction at English classes in Grade 10 to develop students' lexical skills. It is proved that on the stage of forming lexical skills it is viable to develop sets of exercises aimed at memorizing the word, its semantics in the unity with the pronunciation and grammatical form; forming meaningful word combinations with the use of multimedia tools. The authors also found that at the stage of mastering lexical skills it is necessary to do various creative tasks using the Internet. The study proved the effectiveness of the programmed learning technology for the development of students' lexical skills.

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Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning

Cited by 22 publications

References 27 publications

From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence

From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence

Addressing Linguistic Diversity in the Language Classroom in a Resource‐Oriented Way: An Intervention Study With Primary School Children

Peculiarities of developing high school students’ lexical skills by means of the programmed learning technology

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