Interventions to promote learners’ intercultural competence: A meta-analysis

Zhang, Xiaotian; Zhou, Mingming

doi:10.1016/j.ijintrel.2019.04.006

Cited by 89 publications

(70 citation statements)

References 82 publications

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“…Research across wide ranging disciplines indicates that cultural knowledge, skill, and competence are critical for effective intercultural engagement (Odora-Hopper 2007). This has been shown in different settings, including education (Walton et al 2013), healthcare (Alizadeh and Chavan 2016), workplaces (Johnson et al 2006), and overseas immersion programs (Zhang and Zhou 2019). The ICD framework builds on this growing scientific evidence that highlights the benefits of active, deliberative and empathetic cross-cultural engagement.…”

Section: Introductionmentioning

confidence: 98%

The Intercultural Dialogue Index (ICDI): An Index for Assessing Intercultural Relations

Mansouri

Elias

2021

Soc Indic Res

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Intercultural dialogue (ICD) refers to a process of contact, interaction and exchange of views on the basis of equality, respect, and mutual understanding between individuals or groups from diverse backgrounds. A large body of research has discussed ICD and its potential value for fostering social cohesion and peaceful coexistence across difference. However, there is a lack of robust benchmark data that precludes researchers and practitioners from empirically testing assumptions and hypotheses pertaining to ICD. This article discusses the development of the Intercultural Dialogue Index (ICDI), a proposed composite index for measuring the extent to which ICD is being pursued and implemented as a diversity management tool within different countries. The index builds on the conceptual assumptions underpinning ICD, uses publicly accessible data, and applies methods that allow for replication, upgrading and comparability with relevant indices. This article assesses ICD prevalence for 51 countries based on three interrelated dimensions covering legislative and structural environments as well as opportunities for intercultural encounters. Altogether, 31 indicators across the three dimensions are identified and grouped under 10 broad components to capture both macro- and micro-level factors affecting ICD and intergroup relationships nationally and globally. The article briefly summarises some preliminary ICDI findings and discusses key methodological constraints and conceptual challenges. Theoretical and practical implications of ICDI are also provided.

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Section: Introductionmentioning

confidence: 98%

The Intercultural Dialogue Index (ICDI): An Index for Assessing Intercultural Relations

Mansouri

Elias

2021

Soc Indic Res

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“…Intercultural education as a reply to a multicultural society became a relevant question for researchers. Currently, there are an increasing number of researches in methodology for intercultural education (Zhang & Zhou, 2019), on intercultural competences (Peng, Zhua & Wu, 2020) and their assessment (Muller et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Analysis of pre-school teachers training in HEI Belarus and Italian multicultural setting

Spulber¹,

Pavlieva²

2020

PROSOC

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In a globalised world, the school class is the mirror of a changing society. This research aims to identify the readiness of students of the specialty ‘Pre-school education’ in Belarus and students of the LM Science of Education in Italy to work in a multicultural environment. Comparative analysis of social land in Italy and Belarus, confrontation of curricula and higher education programmes from the standpoint of the tasks of forming linguistic, communicative, ethnocultural and multicultural competencies, and obtained results from the diagnostics of the culture of interethnic interaction allowed us to identify the possibilities of creative extrapolation of the existing positive experience in the national educational systems. The research materials can be used to improve the theory and practice of multicultural education, and the quality of preparation of pedagogical personnel of pre-school profile for work in a heterogeneous educational environment. Keywords: Intercultural education, multicultural competence.

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“…The study of Lenkaitis et al (2019), has a practical nature; it demonstrates experimentally (on the example of Mexican university and U.S. university) the effectiveness of videoconferencing for the development of ICC. Zhang & Zhou (2019), based on a review of work on ICC have identified four sub-types of pedagogical intervention to stimulate ICC, namely: culture-based teaching materials, classroom activities, teaching strategies and integrated intercultural programs. However, the so-called overseas immersion (immersion in a foreign cultural communicative context) most effectively influences ICC.…”

Section: Literature Reviewmentioning

confidence: 99%

Intercultural communicative competence in the development of students’ linguistic skills

et al. 2021

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Intercultural communicative competence (ICC) is a component of the general concept of communicative competence, which refers to the ability to establish effective communication with representatives of different social-cultural regions. The role of ICC is growing significantly with the intensification of globalization processes. The purpose of the present academic paper is a comprehensive research of intercultural communicative competence of students-philologists while studying a foreign language at university. To achieve the purpose outlined, the following methods have been used, namely: analysis; synthesis; generalization; ascertaining experiment; the method of formative experiment; comparison. As a result of the research conducted, a diagnostic model has been developed in order to determine the level of ICC formation in students of foreign philology (based on English); a tactic of stimulating the initially diagnosed level of students’ ICC by conducting a formative experiment with subsequent secondary diagnostics for measurement of efficiency of the offered technique. It has been determined that the factors that have influenced the results are as follows: the complexity of the methodologies applied, the duration of the formative experiment, the intensity of work on improving ICC, individual features of participants (motivation, attitude to learning in general, etc.).

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Interventions to promote learners’ intercultural competence: A meta-analysis

Cited by 89 publications

References 82 publications

The Intercultural Dialogue Index (ICDI): An Index for Assessing Intercultural Relations

The Intercultural Dialogue Index (ICDI): An Index for Assessing Intercultural Relations

Analysis of pre-school teachers training in HEI Belarus and Italian multicultural setting

Intercultural communicative competence in the development of students’ linguistic skills

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