Intercultural competence of university teachers: a challenge of internationalization

Zelenková, Anna; Hanesová, Dana

doi:10.2478/jolace-2019-0001

Cited by 16 publications

(18 citation statements)

References 11 publications

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“…Numerous scholars (e.g. Sartori 1993, Zelenková & Hanesová, 2019, Židová, 2018Štefániková 2019) agree that the adoption of the cognitive strategies mentioned in subchapter 1 may contribute to the reduction of so-called cognitive incompetence which refers to the insufficient ability of citizens to completely implement their own important decisions independently and thus, become more independent readers, learners and individuals.…”

Section: Discussionmentioning

confidence: 99%

The need for integration of reading, critical thinking and academic reading skills: a quantitative analysis of Slovak undergraduates’ reading performance

Javorčíková

Badinská

Ližbětinová

et al. 2021

Journal of Language and Cultural Education

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Based on recent research (Alderson, 2005; Khalifa and Weir, 2009), this study focuses on three areas of reading comprehension necessary for a successful academic career: general L2 EFL reading skills, more specific academic reading skills and critical thinking and reading. The study presents an analysis of quantitative research conducted in 2020, based on a sample of Slovak undergraduate students reading an academic text in English as L2 in EFL CLIL-formatted classes in humanities. The respondents’ general reading skills were analysed in the context of their critical reading skills and academic preparedness. When tested for general reading skills, respondents were asked to identify implicit and explicit information and the gist of the text. Academic abilities were tested via the ability to identify the attributes of an academic text, such as the system of references, rational and logical language and causeeffect type of argumentation, which indicated the author and genre of the text. In order to evaluate participants’ critical skills with a focus on the social aspects of the text, respondents were asked to identify the importance of the text for themselves and for their community and life. The participants’ mean scores and differences in their performances on each task type were compared using descriptive statistics, and multiple analysis of variance. The results suggest that the general reading skills of university undergraduates in Slovakia are adequate, however, more difficulty was encountered with implicit, rather than explicit, tasks. Students also need to improve their critical reading skills and reading for academic purposes. The research outcomes highlight the need to hone the education of future linguists to the new needs of a more text-based society.

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Section: Discussionmentioning

confidence: 99%

The need for integration of reading, critical thinking and academic reading skills: a quantitative analysis of Slovak undergraduates’ reading performance

Javorčíková

Badinská

Ližbětinová

et al. 2021

Journal of Language and Cultural Education

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“…The issue of possessing a cross-cultural competence by teachers themselves has been discussed and debated in modern literature for the last decade [18]. Not only students, but university subject teachers can face problems in interaction with international students.…”

Section: Not Relevant 2% I Don't Know 2%mentioning

confidence: 99%

Pursuing goals of sustainable development and internationalization in higher education context

Makarova

2021

E3S Web Conf.

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The article concerns internationalization of higher education as a factor for pursuing sustainable development goals by developing university students’ global competences. A review of modern research on internationalization processes in different national contexts allowed to highlight the main challenges of interaction between domestic and international students as well as discuss possible solutions. Analyses of survey results, aimed at identifying the factors preventing effective cross-cultural communication in a non-linguistic Russian university, confirm the demand for students’ development of intercultural competence, which is considered to be most effective through the study of a foreign language. The paper shows significance of involvement of Russian and international students in joint classroom and extracurricular activities, which can become the basis for their future international cooperation in the field of implementation of innovative technologies and foster sustainable development goals. The leading role of university foreign languages departments in tackling issues of university internationalization is emphasized.

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“…The general subject of the need for innovative Cultural Studies at non-philological institutions has been analysed by several authors, e.g. Zelenková and Hanesová (2019); however, the role of CLIL in teaching modern culture-related subjects has never been fully explored.…”

Section: Clil and Its Role In Teaching Cultural Studiesmentioning

confidence: 99%

CLIL: Conceptual differences in teaching “realia” to philological and non-philological students

Javorčíková

Zelenková

2019

Journal of Language and Cultural Education

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In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.

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Intercultural competence of university teachers: a challenge of internationalization

Cited by 16 publications

References 11 publications

The need for integration of reading, critical thinking and academic reading skills: a quantitative analysis of Slovak undergraduates’ reading performance

The need for integration of reading, critical thinking and academic reading skills: a quantitative analysis of Slovak undergraduates’ reading performance

Pursuing goals of sustainable development and internationalization in higher education context

CLIL: Conceptual differences in teaching “realia” to philological and non-philological students

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