Integrating Culture in Language Preparatory Programs

Mede, Enisa; Cansever, Zeynep Mutlu

doi:10.4018/978-1-5225-2069-6.ch002

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…It involves the development of knowledge, skills, attitudes and awareness to enable individuals to navigate and adapt to different cultural contexts; students are expected to develop global citizenship (Habib 2018) in the ever-increasingly multicultural world. In this scenario, L2 teachers must support their students not only with English linguistic knowledge and skills but also by instilling intercultural competence to help them better master communication skills and improve interactions with people of other languages and cultures (Mede and Cansever 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation

Rodríguez-Arancón

2023

Languages

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Developing intercultural competence is one of the most important aspects when mastering a second language (L2, henceforth). This can be achieved through different approaches, but this paper focuses on the possibility of acquiring this skill online through the use of Didactic Audiovisual Translation (DAT). Here, we present the findings of the TRADILEX Project, which has produced data that support the ability of DAT to encourage motivation in learners while they develop integrated L2 skills in general and intercultural competence in particular through a combination of intrinsic and explicit cultural components presented in different lesson plans.

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Section: Literature Reviewmentioning

confidence: 99%

Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation

Rodríguez-Arancón

2023

Languages

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Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

Slapac

2021

Journal of Research in Childhood Education

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An exploratory case study of four 5th-to 12th-grade English language teachers in a Romanian public, competitive, bilingual high school focused on how these English language teachers taught about American culture to enhance student growth in the areas of global competency. Specifically, the study explored: 1) How are English language teachers advancing and enhancing student growth in the area of global learning with little resources? ( 2) In what ways are teachers going beyond the usual topics (as required by the curriculum) to more complex conversations to advance their students' global knowledge and enhance their global competency? The Global Teaching Model (GTM) was used as a conceptual framework. Qualitative data were collected through individual recorded interviews, classroom observations, teacher artifacts, and informal conversations for two weeks. Results showed that teachers attained the language goals for their students but needed further guidance on how to approach global issues at a transformative level. Teachers wanted more resources, sustained local and international partnerships and collaborations, and focused trainings toward a deep critical exploration of global education. Recommendations for future research involve an emphasis on action research-design studies that encourage reflexivity and self-examination toward sociocultural consciousness and global partnerships.

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Enhancing Teachers’ Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review

Jiang¹,

Soon²,

Li³

2021

ELT

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In an increasingly interconnected world, intercultural competency has become an essential skill for many. It is important for students to learn this skill, but are teachers equipped to instil such knowledge not just adequately, but also objectively and without prejudice? In light of the recent explosion in telecommunications-assisted teaching and learning, this is a timely review on the use of online technology as cognitive tools for enhancing teachers’ intercultural competency skills. Though various online platforms for learning and sharing have been developed for and used by students over the years, less attention has been given to teachers’ needs; only five well-documented projects pertaining to the upskilling of intercultural competence were found. We focus on these five projects and draw from them best practices, platforms and methods of potential and other insights, which would provide the best benefits in meeting the professional development needs of teachers.

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Integrating Culture in Language Preparatory Programs

Cited by 3 publications

References 10 publications

Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation

Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation

Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

Enhancing Teachers’ Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review

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