Open Doors®, supported by a grant from the Bureau of Educational and Cultural Affairs at the U.S. Department of State, is a comprehensive information resource on international students and scholars studying or teaching at higher education institutions in the United States, and U.S. students studying abroad for academic credit at their home colleges or universities.
Adrian Holliday provides a practical framework to help students analyse intercultural communication. Underpinned by a new grammar of culture developed by Holliday, this book will incorporate examples and activities to enable students and professionals to investigate culture on very new, entirely non-essentialist lines.
This book argues that individual identities are multidimensional constructs that gravitate around a hub of intricate social networks of multimodal intergroup interaction. The chapters pursue a collective desire to move the notion of identity away from theoretical abstraction and toward the lived experiences of foreign language teachers and students.
SUMMARYDespite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.
The ELC Conference 2014 at Shantou University is aimed at English language researchers and educators who wish to integrate intercultural communication and culture learning into their foreign language teaching. They welcome all those interested in joining in a dialogue on teaching language and building intercultural competence in ourselves and our students.
This book engages the notion of cosmopolitanism as it applies to intercultural communication, which itself is undergoing a turn in its focus from post-positivistic research towards critical/interpretive and postcolonial perspectives, particularly as globalization informs more of the current and future research in the area. It emphasizes the postcolonial perspective in order to raise critical consciousness about the complexities of intercultural communication in a globalizing world, situating cosmopolitanism—the notion of global citizenship—as a multilayered lens for research. Cosmopolitanism as a theoretical repertoire provides nuanced descriptions of what it means to be and communicate as a global citizen, how to critically study interconnectedness within and across cultures, and how to embrace differences without glossing over them. Moving intercultural communication studies towards the global in complex and nuanced ways, this book highlights crucial links between globalization, transnationalism, postcolonialism, cosmopolitanism, social injustice and intercultural communication, and will help in the creation of classroom spaces devoted to exploring these links. It also engages the links between theory and praxis in order to move towards intercultural communication pedagogy and research that simultaneously celebrates and interrogates issues of cultural difference with the aim of creating continuity rather than chasms. In sum, this book orients intercultural communication scholarship firmly towards the critical and postcolonial, while still allowing the incorporation of traditional intercultural communication concepts, thereby preparing students, scholars, educators and interculturalists to communicate ethically in a world that is simultaneously global and local.
"Strangerhood and intercultural subjectivity. Language and Intercultural Communication" (Simon Coffey - 2013) - Language and Intercultural Communication Journal - ABSTRACT - An increasingly salient justification for the study of foreign languages is the value of language learning for developing intercultural competence, and in particular for showing how interculturality meshes with widespread aims of equity and acceptance of the stranger in new contexts of global diversity. In this article I consider intercultural experience of language learning through the model of strangerhood, a concept first advanced by Simmel as a necessary marginality in society (the stranger as a social type) and later developed by Kristeva (drawing on Freud) as an internalised feature of late modern individuals which requires us to live with the ambivalence of different subject positions, each of us carrying strangerhood within us. A key but under-examined aspect in the development of intercultural competence is understanding our own (inter)subjective predispositions which we bring to intercultural encounters, and how these mediate our sense of belonging or, conversely, of alienation, a major trope of narratives of mobility and language learning. Presenting extracts from language learners’ autobiographical data I examine how individuals position themselves as strangers, set apart from the mainstream, and how this trope constructs narrative worlds of outsiderness. Autobiographical narration offers a discursive space for developing our understanding of the social world, with the potential to take us beyond realist descriptions towards an enquiry into how language and place are symbolically appropriated in our lives. Sociological frames (e.g. as proposed by Bourdieu or Wenger) have extended our understanding of inequity and assumptions of power in intercultural settings and this paper contributes further by proposing strangerhood as a psychological disposition requiring language learners to observe beyond themselves while also apprehending one's own image as this refracts and changes shape through the lens of others.
ABSTRACT: Drawing upon the experiences of a group of academics who were responsible for the teaching and coordination of a newly established offshore program, this study considers intercultural learning during transnational education (TNE) sojourns and demonstrates that the personal and pedagogical adaptation required of academics is significant. The study combines data from pre-, during- and post-sojourn interviews with detailed observations of offshore teaching. This ethnographic methodology provides a detailed account of the TNE experience that is rare in the literature. The study adds support to the contention that the acknowledgement of cultural distance, rather than the adoption of a universalist mindset, is a precondition for development of intercultural competence through transnational teaching. The reflections of the respondents indicate that when transnational educators are prepared to learn from the ambiguity encountered during offshore teaching, they have the capacity to experience personal growth and to add significantly to their university's human capital. The paper argues that this ‘preparedness’ to learn should not be left to chance lest it does not eventuate and that the responsibility for development is shared between transnational educators, who must be open to change and prepared to engage in self-reflection that can be confronting, and universities, who must formally recognise the need to provide time, resources and quality, ethical learning interventions in order to facilitate the development of intercultural competence in all staff, especially those who teach overseas.
British newspapers were full of stories at the end of May about French universities considering teaching in English. There was an element of triumphalism to most of these news reports. (...) What the British newspapers failed to report was that teaching in English is just one of many proposals for reform of the French Higher Education (HE) system put forward by the French HE Minister Geneviève Fioraso. (...) it is an expedient change, aimed at recruiting more fee paying international students to study in France, reducing the cost of the French HE system to the French government and its taxpayers and boosting the international reputation of French universities.
SPECIAL ISSUE dedicated to "Intercultural communicative competence in foreign language education: questions of theory, practice and research" - "..these eight articles emphasise the important interrelationship among models (as guidance for teacher practice), practice (the relationship between what teachers do, and how, where, and what learners learn), and empirical investigation through teacher-led
research (examples of best practices informed by or resulting in good models)."
The Routledge Handbook of Language and Intercultural Communication constitutes a comprehensive introduction to the multidisciplinary field of intercultural communication, drawing on the expertise of leading scholars from diverse backgrounds.
Like most countries sending students out to study in other countries, Australia depends on those other countries to confirm where its students go and what they study. A solution to determining how many Australian higher education students are really out there, and what they are studying, may become available through the latest iteration of the Project Atlas® survey.
ABSTRACT:Language pedagogy in Australia, North America and Europe has been influenced in the past 20 years by a sociocultural understanding of language and culture, which has asked teachers to adopt an intercultural approach, integrating critical cultural reflection within language learning. Due to the diversity of backgrounds, however, different groups of teachers need to make sense of this new pedagogy using their own particular cultural lens. This paper examines the engagement of native-speaker teachers of (Mandarin) Chinese with the principles of intercultural language pedagogy. It is located within the context of calls for more successful learning of Chinese in Australian schools. Data derive from the implementation of a one-day course in intercultural language pedagogy for 20 native speaker teachers of Chinese. Pre- and post-course surveys and a number of interviews were analysed to identify teacher needs, and to track changes in understanding and intended practice. Findings demonstrate the positive impact of the intervention on teacher understanding and practice. They also raise the question of Western cultural assumptions inherent in the intercultural discourse approach, and its ability to include and address the perspectives and practices of Chinese teachers. They also highlight the need for more training to provide a cultural bridge between pedagogies.
"More and more US students are seeking out short-term jobs, internships, and volunteer work overseas, and with good reason. Overseas employment and volunteering has big appeal. Working in another country gets students out of the classroom and into the community. They interact not just with professors and other students as they might with traditional study abroad programs, but they get to engage with workers and community members at all ages and stages of life and in a variety of settings."
Wednesday 18th December 2013, Plymouth University - The Pedagogic Research Institute and Observatory, Plymouth Business School and the English Language Centre are hosting a one day conference on internationalisation and the student experience in higher education pedagogy. The call for abstracts is now open. We seek high quality contributions from academics, practitioners and students involved with pedagogical research in an international context. Contributions should be informative and interactive. Abstracts should include a background to the area of study, information on the related research and publications, key findings and discussion of the implications for the knowledge or theoretical base. Deadline for the submission of abstracts: 30th September 2013
The International Association for Intercultural Education announces that its next major international conference will take place in Zagreb, Croatia. Unity and Disunity, Connections and Separations: intercultural education as a movement for promoting multiple identities, social inclusion and transformation.
The main aim: The conference aims at discussing the ways in which the plurality and contextuality of identity can be understood, (re)constructed, positioned and explored through the theory and practice of intercultural education. A special emphasis will be given to contextual dimensions (professional, social, cultural, political, historical) of identity in relation to contemporary discourses of difference and the possibility of their extension towards becoming a process of social transformation in multicultural societies.
Edited by Stephanie Ann Houghton, Yumiko Furumura, Maria Lebedko and Song Li - Description - In a rapidly globalizing world, one of the most challenging barriers to be overcome is the stereotype. This book aims to promote understanding of the nature of stereotypes, and to suggest ways in which teachers can manage them by developing critical cultural awareness as an intrinsic part of the intercultural communicative competence of their students.
Part 1 of the book explores ways of defining, eliciting and illustrating stereotypes from theoretical standpoints. Part 2 showcases ways of addressing stereotypes through intercultural (language) education to provide teachers with a firm platform for the practical application of their knowledge and skills when attempting to manage stereotypes in the classroom.
Asia is seen as the future for the internationalisation of higher education, and the globalisation of English is enabling this future. Countries in Asia have therefore started to align their internationalisation strategies towards this Asia focus. However, it seems that the internationalisation policies of countries and universities in Asia seldom question the global dominance of English and what consequences it may have for knowledge and scholarship building and the general well-being of Asian societies in the long run.
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