Academic support of the process for preparing students for intercultural interaction in the context of the subject-language integrated environment (original) (raw)
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Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019), 2019
The article deals with the genesis of the issues of theory of intercultural communication as a strategic guideline for development of higher education. The “portrait” of a graduate of a higher educational institution today is presented as a person not only having specific knowledge, but also able to cooperate, interact with different people and cultures. A thorough consideration of the essence of this pedagogical phenomenon is impossible without an understanding of its genesis. That is why this study consideres the problem of preparing students of non-language faculties for intercultural interaction in the context of subject-language integrated environment in a historical aspect. Keywords–genesis, foreign language, students of non-linguistics faculty, intercultural interaction, subject-language integrated
Methodological Basis of the Process of Preparing Students for Intercultural Interaction
2019
The intercultural orientation of modern social thought is implemented in educational policy, considering a modern university graduate as a person, not just possessing specific competences and knowledge, but also capable of cooperating and constructive multicultural dialogue, interacting with people of different cultures and knowing the system of socially significant world values. The enormous potential for this lies in the methodology of the content and language integrated learning, which is seen as an integral component of the educational process in the context of the implementation of modern documents in the field of higher education. In modern pedagogical science, considerable experience has been accumulated in preparing students of different specialities for intercultural interaction, forming and developing the tolerance, intercultural communicative competences, educating the younger generations in a multicultural world. Nevertheless, the issue of preparing students of nonlingui...
Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019), 2019
The problem of preparing students for intercultural interaction in conditions of a subjectlanguage integrated environment is quite relevant, and in theory and practice some experience has been gained in this process. The authors address the idea of the complex use of various methodological approaches in the study of certain pedagogical phenomena, as the most effective and therefore popular in modern pedagogical science. The paper emphasizes the idea that the complex of methodological approaches allows obtaining diverse characteristics of the studied phenomena. The widespread complexity of pedagogical phenomena is noted, implying that they cannot and should not be studied from one point of view. Based on this, the authors conclude that the multifaceted consideration of such a multifactorial phenomenon as the preparation of students for intercultural interaction in the context of the subjectlanguage integrated environment is provided by a set of four mutually complementary approaches:...
THE IMPLEMENTATION OF THE INTERCULTURAL EDUCATION IN FOREIGN LANGUAGE CLASSROOMS
Cultural diversity, despite being a reality in society throughout history, increased considerable last century. Educational research focuses on giving a response to the negative attitudes that emerged due to this increase. After many years of investigation, researchers concluded that the Intercultural Approach was the only method to manage cultural integration. Taking this into account, the article proposes different methodologies that help to promote Intercultural Education within the Foreign Language classes. In the same way, after the analysis, two activities are proposed based on these methodologies that seek to promote attitudes of tolerance, equality and solidarity among students. The objective of the article is to prove that educating in values should be the first objective of education and to offer methodological resources to guide student learning. Thanks to this, students will be citizens capable of interacting and respecting the cultural diversity present in societies.
Language teaching, after the 'intercultural turn' of the 1990s which more recently made it possible to speak of Foreign Language Education or Intercultural Foreign Language Education (IFLE), proposes broadening the aims of language education to include among its main concerns students' intercultural competence (IC), personal growth, and intercultural critical citizenship. This educational broadening of language-teaching horizons raises delicate and controversial issues, first of all concerning the relationship intercultural objectives have with communicative objectives at both curriculum and methodology levels. This issue, crucial since teaching a foreign language is clearly a priority for IFLE, is addressed in the present article through a proposal to integrate two models: the Methodological Model of Intercultural Competence (MetMIC) (These two frameworks, each within its own area of application (intercultural education in the case of MetMIC and foreign language teaching in the case of TUM) are focussed on curriculum planning and put forward methodological suggestions for teachers. Their integration, as suggested in this article, can be carried out on three levels (general and educational, 'macro' or curricular, and 'micro' or methodological) and allows for coherently pursuing intercultural and communicative objectives through theoretically-informed methodological choices about curriculum structure and teaching methodologies.
Raising Students’ Intercultural Competence through the Process of Language Learning
Procedia - Social and Behavioral Sciences, 2015
The aim of this study is to identify the concrete means through which intercultural education elements may be included in the academic curriculum, across all subjects. The area in which I chose to apply an experiment was English Teacher Education, for pre-service (BA) and in-service students (MA), as well as for postgraduate students of Economics. The sample of students consisted of BA students of English Philology, MA students of English, French and Romanian Philology and MA students in Business Administration in Tourism and Services. By the end of the semester, students and teacher trainees managed to understand several intercultural aspects.
INTERCULTURAL COMPETENCE IN TEACHING AND LEARNING FOREIGN LANGUAGES
International conference KNOWLEDGE-BASED ORGANIZATION , 2018
There has been an increase in the importance of the cultural aspect in teaching and learning foreign languages, and teachers nowadays are supposed to stimulate the acquisition and development of intercultural competence in their students. Foreign language teaching and learning should be regarded from an intercultural perspective. The foreign language classes can be the link between the two cultures by which students have the opportunity to discover other values, mentalities, and facets of life. In doing this, a new vision should be taken into consideration, in which the teacher naturally and harmoniously combines the linguistic and cultural elements in the educational process during all types of lessons, irrespective of the topic being dealt with, or whether they focus on grammar or vocabulary issues. The culture and civilization notions must not be regarded separately, but should be integrated in the activities meant to develop the four language skills. This paper highlights the role of foreign language teachers in developing intercultural competence, the didactic activities used in forming the cadets' intercultural competence, pointing to the way in which this competence is achieved in the military higher education environment as well.
Formation of intercultural competencies in language classes at the university
Cypriot Journal of Educational Sciences
This research aimed to study and design the formation of intercultural competencies in language education classes at the university. The quantitative research method was used. The research was carried out in the spring term of 2021–2022. 198 volunteer students who continue their education in schools participated in the research and 4 weeks of online training were given to the students. The ‘language and proficiency’ measurement tool developed by the researchers and compiled by experts in the field was used in this study. The measurement tool was delivered to the students online and then collected. The analysis of the data was made by using Statistical Package for the Social Sciences programme, frequency analysis and t-test; the results are added to the research in the form of tables. According to the results obtained, it was concluded that students' proficiency in language education classes and their intercultural status were high. While this situation was determined as good for...
One of the main institutional goals at a European international liberal arts college is to create graduates who are world citizens. In that context, there has been a shift towards explicit intercultural education through language and culture courses, with a foreign language requirement serving as 'a window on a different culture'. Developing intercultural communication skills demands more than living in a multicultural international environment; explicit intercultural education is needed. This paper describes a project that defined intercultural competence and translated it into intended learning outcomes for 'Language and Culture' courses at our liberal arts college. One of the intended learning outcomes is stated as: 'A student has the tools needed for the ongoing reflection on intercultural contact and the further development of intercultural skills in general'. The biggest challenge was to integrate explicit intercultural education in courses at the introductory level, where students are absolute beginners in the target language. Relevant questions were whether to use the target language exclusively or to make use of the class language (in our case English), and language proficiency would be affected if we dedicated less time to language acquisition. The model discussed was developed for the course Introduction to Italian Studies, which aimed to combine language instruction with intercultural reflection. While presenting the course design and some of the class activities that have been used the rationale behind the choices will be discussed, together with some constrains and an evaluation of the module.
Intercultural Aspects in Language Education
Prominent
Intercultural understanding essentiallybecomes a part of living with others in the diverse world of the twenty-first century. It assists people to become responsible local and global citizens through their education for living and working together in an interconnected world. Language is a major component and supporter of culture as well as a primary tool for transferring message, which is inextricably bound with culture. Language is a key component of culture. It is also a primary medium for transmitting the culture itself. Without language, culture would not be possible. Students learning their native language are learning their own culture. Meanwhile, learning a second language also involves learning a second culture to varying degrees. A language is influenced and shaped by culture. It reflects culture. Cultural differences are the most serious areas causing misunderstanding, unpleasantness and even conflict in cross-cultural communication. Both foreign language learners and te...