Thematische Bibliographien / Intercultural competence

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Auswahl der wissenschaftlichen Literatur zum Thema „Intercultural competence“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 7. Juli 2024

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Zeitschriftenartikel zum Thema "Intercultural competence"

Kostenko, Dmytro, und Viktoriia Oliinyk. „INTERCULTURAL COMPETENCE AS A PART OF READYNESS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS FOR INTERCULTURAL COMMUNICATION“. Collection of Scientific Papers of Uman State Pedagogical University, Nr. 3 (12.10.2021): 100–107. http://dx.doi.org/10.31499/2307-4906.3.2021.241732.

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The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified. Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.

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Escarbajal Frutos, Andrés, und Juan José Leiva Olivencia. „LA NECESIDAD DE FORMAR EN COMPETENCIAS INTERCULTURALES COMO FUNDAMENTO PEDAGÓGICO: UN ESTUDIO EN LA REGIÓN DE MURCIA (ESPAÑA)“. Profesorado, Revista de Currículum y Formación del Profesorado 21, Nr. 1 (01.04.2017): 281–93. http://dx.doi.org/10.30827/profesorado.v21i1.10363.

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Resumen:En el presente artículo queremos enfatizar la importancia de las competencias interculturales en la formación de los profesionales de la acción social. Para ello realizamos un recorrido por las concepciones y significado de competencia y competencia intercultural, por considerar que son términos claves en una sociedad plural y globalizada donde el intercambio y la comunicación intercultural son elementos esenciales para la convivencia. Para reforzar e intentar clarificar nuestro propósito general, damos cuenta de una investigación de corte cuantitativo llevada a cabo en la Región de Murcia en la que escrutamos la formación en competencias interculturales de los profesionales que ejercen su labor con personas inmigrantes. Abstract:In this paper we emphasize the importance of intercultural competences in the training of professionals of social action. Therefore, we tour of the concepts and meaning of competence and intercultural competence because we are key terms in a plural and globalized society where intercultural interchange and communication are essential for conviviality. To reinforce and try to clarify our general purpose we realize a quantitative research in the Region of Murcia where scrutinize training in intercultural skills of professionals who work with immigrants.

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Nechyporuk, Nataliia. „Formation of intercultural competence as a pedagogical problem“. ScienceRise: Pedagogical Education, Nr. 4(43) (30.07.2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.

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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity. The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted. The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution. The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively

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Braslauskas, Justinas. „DEVELOPING INTERCULTURAL COMPETENCES AND CREATIVITY: THE FOUNDATION FOR SUCCESSFUL INTERCULTURAL COMMUNICATION“. Creativity Studies 14, Nr. 1 (21.05.2021): 197–217. http://dx.doi.org/10.3846/cs.2021.14583.

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Although various aspects of intercultural communication have been examined in the works of various authors, there is still a lack of more in-depth research to analyse effective intercultural interaction in the context of combining intercultural competences and creativity competences. A number of works on intercultural communication identify only the barriers to effective communication and provide ways to overcome them; they insufficiently focus on the importance of competence development, in particular the role of creativity in ensuring effective intercultural communication. Meanwhile, the role of creativity as a process of generating new ideas and solving problems in intercultural communication is undeniable. There is no doubt that in order to ensure effective intercultural communication, it is necessary to combine intercultural competences with creativity competences. The object of this study is the development of intercultural competencies and creativity competencies in the context of intercultural interaction. The aim of this article is to examine the development of intercultural competencies and creativity as a basis for successful intercultural communication. Through the works of various scholars, the article describes the aspects of intercultural competences and creativity competence development in the context of intercultural interaction, and emphasises the importance of combining these competencies in order to achieve effective intercultural communication. The following methods are applied in the work: analysis and synthesis of scientific literature.

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Cuevas Álvarez, María Cruz, Marco Pérez Mendoza und Gerardo Ulises Arias Moguel. „INTERNACIONALIZACIÓN DEL CURRÍCULUM PARA DESARROLLAR LA COMPETENCIA INTERCULTURAL EN ESTUDIANTES DE NEGOCIOS“. Investigación & Negocios 14, Nr. 23 (31.05.2021): 196. http://dx.doi.org/10.38147/invneg.v14i23.136.

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El objetivo del presente trabajo es presentar como a través de la Internacionalización del Currículo se desarrolla la Competencia Intercultural por medio de una plataforma educativa como una opción de capacitación para estudiantes, profesores o interesados en búsqueda de su futura aceptación e inserción en diferentes contextos interculturales, como medio alternativo a la movilidad. Este estudio cualitativo transversal exploratorio se llevó a cabo con 20 informantes. En los hallazgos se muestra cómo los participantes desarrollaron la Competencia Intercultural a través de ejercicios de autorreflexión, de interacciones y de diversas actividades, donde los temas culturales cotidianos y de negocios eran prioritarios; se incluyeron imágenes, videos cortos, audios de personas con diferentes acentos y ejercicios de autorreflexión sobre temas provistos. En otros hallazgos, también se desarrolló: curiosidad, motivación y compromiso para continuar aprendiendo. La Competencia Intercultural deja de ser una habilidad deseable y se convierte en una habilidad necesaria del siglo XXI, así como para todo aquel que busque insertarse en un entorno laboral intercultural y por último, que esta competencia se puede desarrollar a través de un curso virtual. Palabras clave: Internacionalización, Internacionalización del Currículum, Competencias, Competencia Intercultural, plataforma educativa, estudiantes de negocios AstractThe objective of this study is to present how Intercultural Competence can be developed through the Internationalization of the Curriculum strategy through an educational platform as a training option for students, faculty, staff or any interested party in their future insertion in different intercultural environments, as an alternative to mobility. This is a cross-sectional exploratory qualitative study was carried out with 20 informants. In the findings, participants show how they developed Intercultural Competence through self-reflection exercises, interactions and other type of activities where culture and business were a priority. Activities included images, short videos, listenings with people with different accents and self-reflection exercises on reviewed topics. In other findings, curiosity, motivation, and engagement to continue learning.Intercultural Competence is no longer a desirable ability but a necessary one in the XXI century, thus for those seeking to be accepted in a working intercultural environment, and also, this competence can be developed through a virtual course. Key words:Internationalization, Internationalized Curriculum, Competences, Intercultural Competence, educational platform, business students

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Bećirović, Senad, Belma Delić und Amna Brdarević-Čeljo. „EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS“. JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, Nr. 3 (27.12.2019): 27–44. http://dx.doi.org/10.29302/jolie.2019.12.3.2.

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A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.

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Sándorová, Zuzana. „Developing Intercultural Competence at Slovak Secondary Schools“. Journal of Intercultural Communication 21, Nr. 3 (12.07.2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.

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The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.

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Leung, Kwok, Soon Ang und Mei Ling Tan. „Intercultural Competence“. Annual Review of Organizational Psychology and Organizational Behavior 1, Nr. 1 (21.03.2014): 489–519. http://dx.doi.org/10.1146/annurev-orgpsych-031413-091229.

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Fabregas Janeiro, Maria G., Ricardo Lopez Fabre und Jose Pablo Nuno de la Parra. „Building Intercultural Competence Through Intercultural Competency Certification Of Undergraduate Students“. Journal of International Education Research (JIER) 10, Nr. 1 (31.12.2013): 15–22. http://dx.doi.org/10.19030/jier.v10i1.8345.

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The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Automa del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett (1993) and will be assessed by the Intercultural Development Inventory (IDI) v.3 developed by Bennett & Hammer (Hammer, 2009; Hammer, Bennett, & Wiseman, 2003). The main purpose of the Intercultural Competency Certificate is to develop students intercultural competence at least to the acceptance level of the DMIS continuum. To achieve this goal, the students will have to develop of necessary knowledge, skill and attitudes (Deardorff, 2006). This Certificate proposes to develop attitudes, knowledge and skills through certain activities as learning a new language, take international classes, reflect about intercultural differences, interact with people from other cultures, travel abroad and receive coaching by a professional who will guide them through tailor-make experiences according to the initial level of intercultural competence, measured by the IDI v.3 at the beginning of the Certification.

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McCloskey, Erin M. „Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online“. Comunicar 19, Nr. 38 (01.03.2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.

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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.

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Dissertationen zum Thema "Intercultural competence"

Michelino, Denise <1992&gt. „The intercultural communicative competence“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8779.

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Questa tesi analizza il ruolo centrale che ha la competenza comunicativa interculturale negli scambi comunicativi. Attraverso l'analisi delle sue diverse componenti si mette in luce il fatto che essa è indispensabile e che possedere solo una buona competenza linguistica, in una lingua, non sia sufficiente per raggiungere una buona comunicazione. Sono mostrati infatti alcuni dei possibili problemi che possono nascere se non si pone sufficiente attenzione alle diversità culturali e quindi ai processi mentali che un individuo possiede, dovuti alla sua cultura. Si spiega anche la rilevanza della comunicazione non verbale con le sue manifestazioni negli scambi comunicativi e il concetto di cultura e il suo legame alla lingua, spiegando che sono interdipendenti l'una dall'altra. Nella seconda parte la tesi include uno studio di caso effettuato in scuola superiore a studenti italiani e stranieri. Si metteranno in luce le diversità culturali e quindi l'incidenza della cultura nel rapporto fra gli individui. Si evidenzierà il fatto che avere valori e modi di rapportarsi diversi possa diventare la causa principale di fraintendimenti e quindi portare a discussioni. Obiettivo di questa tesi è quindi quello di far capire che la cultura è presente in qualsiasi scambio comunicativo e incide su di esso in maniera consistente. Usare un modello di competenza comunicativa interculturale aiuta a generare comportamenti che possano portare a comunicazioni ottimali con gli stranieri.

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Zhao, Chun-Mei. „Intercultural Competence: A Quantitative Study of the Significance of Intercultural Competence and the Influence of College Experiences on Students' Intercultural Competence Development“. Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27721.

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This research is a detailed look at intercultural competence, an issue showing escalating importance in today's higher education and the society at large. In this study, intercultural competence was defined in light of the concept of culture and the contact hypothesis. Person-environment interaction theory and college impact theories were incorporated as theoretical foundations for the operationalization of this research. The development of students' intercultural competence was examined from two perspectives--intercultural competence is viewed both as a desirable outcome of college education and as an active environment component that exerts important influence on students' self-reported gains. Findings of this study evidenced that a variety of college activities, especially those emphasizing cooperative and associated learning, play important role in students' intercultural competence development. Intercultural competence, in turn, has substantially positive effect in student gains in multiple realms. The intrinsic influences of student characteristics were also examined. In the end, previous research was drawn upon to scrutinize the findings of this study. Implications to future practice and policy as well as the values and limitations of this study were also presented.
Ph. D.

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Jokikokko, K. (Katri). „Teachers' intercultural learning and competence“. Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263705.

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Abstract The aim of this research is to provide more theoretical and practical knowledge and understanding on the process of teachers’ intercultural learning and the nature of intercultural competence in teachers’ work. It is a qualitative study based on various types of questionnaires and interviews collected from former ITE (Intercultural Teacher Education) students in the Department of Educational Sciences in the University of Oulu. The research consists of five articles and a summary part. The research falls with in the area of intercultural education. The theoretical framework of the research is based on critical pedagogy, various models of intercultural competence as well as various learning theories (transformative, experiential, sociocultural) which are seen as approaches that provide analytical and theoretical tools for understanding intercultural learning. Phenomenographical and narrative research approaches construct the methodological framework for the research. The data have been collected twice. The first data consist of open-ended questionnaires (15) and half-structured interviews (10). This set of data was analysed phenomenographically. The second data consist of 10 biographical interviews which are analysed narratively. The main results of the study suggest that, according to the conceptions of the research subjects, teachers’ intercultural competence is less related to specific skills and knowledge than it is comprised of a holistic approach to issues. It is perceived more as an ethical orientation to people, life and diversity, which guides a person’s thinking and behavior rather than an ability to perform something well in an intercultural environment. On the basis of the research, teachers’ intercultural learning processes differ, depending on the person’s background, living environment and other experiences. There does not seem to be only one theory that would comprehensively describe this varied process. Teachers’ intercultural learning is a process involving the combination of formal and informal learning. While it can be a gradual process affected by various life experiences, it sometimes occurs rather suddenly through crises and turning points as assumed in transformative theory. The significant roles of environment and other people for intercultural learning are obvious although individual self-reflection is needed as well. The research also highlights the importance of emotionally strong experiences for intercultural learning
Tiivistelmä Tutkimuksen tarkoitus on tuoda lisää teoreettista ja käytännöllistä tietoa ja ymmärrystä opettajien interkulttuurisen oppimisen prosessista sekä interkulttuurisen kompetenssin luonteesta. Tutkimus on luonteeltaan laadullinen, ja se perustuu erityyppisiin kyselylomakkeisiin ja haastatteluihin, joita olen kerännyt entisiltä Oulun Yliopiston Kasvatustieteellisen tiedekunnan ITE (Interkulttuurinen opettajankoulutus) -ohjelman opiskelijoilta. Tutkimus koostuu viidestä artikkelista ja yhteenveto-osasta. Tutkimus sijoittuu interkulttuurisen kasvatuksen alueelle. Tutkimuksen teoreettinen viitekehys pohjautuu kriittiseen pedagogiikkaan, interkulttuurisen kompetenssin malleihin sekä erilaisiin oppimisteorioihin (transformatiivinen, kokemuksellinen ja sosiokulttuurinen). Näiden teorioiden katson tarjoavan analyyttisiä ja teoreettisia välineitä interkulttuurisen oppimisen ymmärtämiseen. Tutkimusmetodologiana olen soveltanut fenomenografista ja narratiivista lähestymistapaa. Aineistoa olen kerännyt kahdesti. Ensimmäinen aineisto koostuu avoimista kyselylomakkeista (15) ja puolistrukturoiduista haastatteluista (10). Tämän aineiston analysoin fenomenografisesti. Toinen aineisto koostuu 10 elämänkerrallisesta haastattelusta, jotka analysoin narratiivisesti. Tutkimuksen päätulosten mukaan opettajat eivät koe interkulttuurista kompetenssia niinkään erityisinä taitoina tai tietoina vaan enemmän kokonaisvaltaisena lähestymistapana. Opettajien mukaan interkulttuurinen kompetenssi on ennen kaikkea eettinen orientaatio ihmisiä, elämää ja moninaisuutta kohtaan. Sen katsotaan ohjaavan ihmisen ajattelua ja toimintaa kokonaisvaltaisesti, eikä sitä siis nähdä pelkästään kykynä suorittaa jotain taitavasti monikulttuurisessa ympäristössä. Tutkimuksen tulosten pohjalta voidaan sanoa, että opettajien interkulttuurisen oppimisen prosessit ovat moninaisia riippuen henkilön taustasta, elinympäristöstä ja muista kokemuksista. Mikään kuvatuista oppimisteorioista ei näytä kokonaisvaltaisesti selittävän ja kuvaavan tätä moninaista prosessia. Opettajien kulttuurienvälinen oppiminen sisältää formaalia, informaalia ja nonformaalia oppimista. Se voi olla vähittäinen prosessi, johon erilaiset elämänkokemukset vaikuttavat pikkuhiljaaa. Se voi joskus tapahtua myös yhtäkkisesti kriisien ja elämänmuutosten kautta, kuten transformatiivisen oppimisen teoriassa oletetaan. Merkittävillä toisilla sekä ympäristöllä on interkulttuurisessa oppimisessa suuri rooli, vaikka yksilöllistäkin reflektiota tarvitaan. Tutkimuksessa nousi keskeiseksi myös tunneperäisesti vahvojen kokemusten merkitys interkulttuurisessa oppimisessa

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Alkheshnam, Abeer. „Intercultural competence : components and measurement“. Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553751.

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This thesis reports three studies which examined the components of intercultural competence, developed methods for measuring these components, examined how these components are related to each other, and examined differences in intercultural competence as a function of gender, age, minority vs. majority status and multilingual status. Study 1 developed a set of quantitative scales for measuring the different components of intercultural competence using students from the University of Surrey, while Study 2 tested these scales further using students from the University of Kuwait. These two studies showed that 12 different components of intercultural competence could be measured using these scales. Study 3 used the same scales to collect data from secondary school students in Kuwait at the beginning and at the end of a school year. Study 3 showed that the intercultural competence of these school students did not develop over the year, and was not enhanced by an educational intervention. Study 3 also showed that the intercultural competence of these school students was sometimes but not always related to their attitudes to people from other cultural groups. Taken together, the three studies revealed that the components of intercultural competence can be measured using quantitative scales, that these components tend to be positively correlated with each other, and that females, older individuals, minority individuals and individuals who speak multiple languages tend to have higher levels of intercultural competence. However, intercultural competence does not always develop across the course of a single school year in the absence of intercultural training or intercultural experiences.

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Oliver, Cree 1972. „Lehrwerk facilitation of intercultural communicative competence“. Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.

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Polk, Pamela. „Intercultural competence for public health nurses“. Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/625.

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Public health nurses are required to communicate important communicable disease and preventative health information to an increasing number of immigrants and refugees accessing the American public health system. They must also obtain information on a broad scope of topics about clients and/or their children. Little attention has been paid to the study of intercultural communication between public health nurses and their diverse clientele. The purpose of this study was to identify barriers affecting communication between public health nurses and their immigrant and refugee clients. The Developmental Model of Intercultural Sensitivity developed by Milton Bennett provided a conceptual framework for review and analysis of study results. Data were collected using semi-structured formal interviews with a network sample of 17 nurses. Analysis of the data indicated four major themes: (1) common use of a Western- European, ethnocentric communication style; (2) insufficient recognition of how the dominant culture's values, beliefs, and behaviors affect those from non-dominant cultures; (3) inadequate or irrelevant prior diversity training; and ( 4) lack of available and competent interpreters necessary for translation of information during interviews. These categories capture the essential barriers preventing effective communication with culturally diverse clients. From the perspective of the nurses, communication barriers due to cultural or language differences result in difficulty obtaining compliance with public health mandates such as childhood immunization and medication regimens, and limit understanding of preventative healthcare practices. The results of this study provide information and insight for the development of intercultural sensitivity training for public health nurses. A training program that demonstrates cultural training theory, methods, and suggested sequencing is included. An additional sample training outline follows that offers public health nurses culture specific information regarding Hmong refugees.

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Shah-Gordon, Ruta. „Intercultural Competence Development through Civic Engagement“. Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1468846309.

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Huang, Yuelu. „Intercultural competence and international business relationship development“. Thesis, Staffordshire University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431503.

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Kugai, K. „Importance of intercultural competence for future interpreters“. Thesis, Громадська наукова організація "Всеукраїнська асамблея докторів наук з державного управління", 2022. https://er.knutd.edu.ua/handle/123456789/19277.

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The work deals with the issue of future interpreters’ professional competence, namely intercultural competence. The formation of intercultural competence plays an important role in interpreters’ training. Future specialists in the field of translation must be able to interpret the speech behaviour of communicators, know the rules of courtesy inherent in a particular linguistic and cultural environment, and be able to follow them.

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Harpster, Tomoko. „Toward intercultural competence : intercultural training for Japanese students in the United States“. Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.

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Bücher zum Thema "Intercultural competence"

Gerhard, Neuner, und Byram Michael, Hrsg. Intercultural competence. Strasbourg: Council of Europe, 2003.

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Dervin, Fred, und Zehavit Gross, Hrsg. Intercultural Competence in Education. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58733-6.

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Matveev, Alex. Intercultural Competence in Organizations. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45701-7.

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Schauer, Gila A. Intercultural Competence and Pragmatics. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-44472-2.

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Intercultural horizons: Best practices in intercultural competence development. Newcastle upon Tyne: Cambridge Scholars, 2012.

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Byram, Michael, Adam Nichols und David Stevens, Hrsg. Developing Intercultural Competence in Practice. Bristol, Blue Ridge Summit: Multilingual Matters, 2001. http://dx.doi.org/10.21832/9781853595356.

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Deardorff, Darla K., und Lily A. Arasaratnam-Smith. Intercultural Competence in Higher Education. Herausgegeben von Darla Deardorff und Lily Arasaratnam-Smith. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257.

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Witte, Arnd. Intercultural competence: Concepts, challenges, evaluations. Oxford: Peter Lang, 2011.

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Michael, Byram, Nichols Adam und Stevens David 1952-, Hrsg. Developing intercultural competence in practice. Clevedon, England: Multilingual Matters, 2001.

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Savicki, Victor. Developing Intercultural Competence and Transformation. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444169.

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Buchteile zum Thema "Intercultural competence"

Arasaratnam-Smith, Lily A. „Intercultural competence“. In Intercultural Competence in Higher Education, 7–18. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-2.

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Dillon, Randy K., Mindy Shelton, Christopher Dixon, Kurtis Lane und Marlo Hamilton. „Intercultural Competence“. In Letters from the Future, 128–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445739-9.

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Deardorff, Darla K. „Intercultural Competence“. In Developing Intercultural Competence and Transformation, 32–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444169-4.

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Genkova, Petia. „Intercultural Competence and Studying Abroad: Does Studying Abroad Influence the Promotion of Intercultural Competence?“ In Diversity nutzen und annehmen, 241–54. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35326-1_12.

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AbstractIntercultural competence and social attitudes towards foreigners are increasingly important in the modern (working) life. The current study investigated intercultural competence in relation to international experience and its effect on national identity and xenophobia. The current chapter shows that certain characteristics of an interculturally competent personality relate to international experiences and predict social identity and xenophobia. The results emphasize the importance of intercultural competence for a work environment coined by tolerance and diversity.

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Genkova, Petia, und Benita Flohr. „Social Competence and National Identity Predict Pupils’ and Students’ Intercultural Competence“. In Diversity nutzen und annehmen, 95–116. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35326-1_5.

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AbstractThe following chapter presents a study examining the influence of social competence and social identity on intercultural competence among pupils and students.Social and intercultural competences have become an important educational objective of schools and universities. The current study investigates how social competence and national identity relate with pupils’ and students’ intercultural competence. Furthermore, the study examines in which educational system (school versus university) intercultural competence is supported more. Applying a cross-sectional study design with 544 pupils and students (aged 16–34 years), we test for differences between male and female and age groups. Results showed social competences to be a suitable predictor for pupils’ and students’ intercultural competence. Additionally, positive correlations were found between intercultural competence and positive attitudes towards the outgroup. Limitations and implications for future research are discussed.

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Schauer, Gila A. „Measuring Intercultural Competence“. In The Routledge Handbook of Second Language Acquisition and Language Testing, 359–70. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-38.

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Del Villar, Carmencita. „Intercultural Communication Competence“. In Global Perspectives on Intercultural Communication, 247–69. New York, NY : Routledge / Taylor & Francis Group, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315716282-25.

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Blair, Scott G. „Mapping intercultural competence“. In Intercultural Competence in Higher Education, 110–23. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-10.

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Murray-García, Jann, und Melanie Tervalon. „Rethinking intercultural competence“. In Intercultural Competence in Higher Education, 19–31. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-3.

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Dervin, Fred, Sude, Mei Yuan und Ning Chen. „Debunking Intercultural Competence“. In Interculturality Between East and West, 141–55. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8492-0_10.

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Konferenzberichte zum Thema "Intercultural competence"

Hîrbu, Stella. „Intercultural competence: foreign language teachers’ perspective“. In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.26.

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The development of intercultural competency is a lifelong process that enables individuals to integrate effectively in diverse cultural environments. This article aims to bring language teachers' attention to the field of culture teaching in foreign language classes at a time when the newly released Basic Standards of Competencies in Foreign Language have given this element of language education more emphasis. The first section of this paper introduces the concept of intercultural communicative competence. It then goes on to explore the challenges, new and current teaching methods, techniques, attitudes, and discourses surrounding raising intercultural competence within foreign language classes. Finally, it presents some suggestions how to begin moving in new directions.

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Kozár, Patrik. „Awareness and Perception of Intercultural Competence Among Expatriates Living in Slovakia“. In EDAMBA 2022: 25th International Scientific Conference for Doctoral Students and Post-Doctoral Scholars. Bratislava: University of Economics in Bratislava, 2023. http://dx.doi.org/10.53465/edamba.2022.9788022550420.238-251.

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In an age where connections around the world have become commonplace, intercultural competence is undoubtedly a valuable asset. Every day, both at work and in private life, we encounter people from different countries and cultures who are likely to hold different values and beliefs than we do. It is for this reason that intercultural competence is important - and essential in today's world. The present paper focuses on the perception and awareness of intercultural competence among expatriates living in Slovakia. In the first part of the paper, we discuss the theoretical concepts of intercultural competence. In the practical part, we evaluate the results of a questionnaire that aimed to determine the awareness and perception of CQ among expatriates living in Slovakia. The main findings, among others, show that despite the importance of the topic, expatriates in Slovakia do not consider themselves interculturally competent, as well as that they are not provided with sufficient training in this area on the employer's side. The paper concludes with practical recommendations.

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Ikeguchi, Cecilia B. „Language Competence and Intercultural Communication Competence“. In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-3566_l314.23.

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Schneider, Kaethe. „INTERCULTURAL COMPETENCE THROUGH TRANSFORMATION“. In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0589.

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Catteeuw, Paul. „PORTFOLIO ASSESSMENT AND INTERCULTURAL COMPETENCE“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-257.

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Nowadays it is beyond doubt that there is a high need of professionals with intercultural competence. As the world is rapidly growing towards a globalized, yet glocalized market, there is no doubt that society, and the business world as such, will gradually, but steadily and rapidly need more people with intercultural competences. Though intercultural competence is often referred to as a soft skill, in many respects however it is a critical factor of success, and will become more and more decisive as the cultural background of people, working force, companies, institutions, ... will become more diverse and multicultural. The need to interact will always be there, the gap that is created by the lack of tuition needs therefore to be filled. Teaching intercultural communication immediately raises the question of assessment. If you don't want to assess a student on his/her theoretical knowledge of his intercultural competence, you will have to organize a continuous professional development (CPD) scheme. One of the methods can be a framework that is being used as a starting point in acquiring competence. To measure levels of proficiency the learner can make use of a portfolio in which there is place for self-evaluation and leading to personal action and development plans for students. All these elements are included in a portfolio, which is the starting point for lifelong learning. For the students this means a self-evident step towards autonomous learning via shared guided learning to autonomous learning. The educational process is a clear example of blended learning in which e-learning plays a great role. Assessment portfolios are a clear example of a methodology that is based in social constructivism. As communication is a keyword within the framework the role of language knowledge is very important. Multilingualism is an enormous asset, it does not only open doors, but it keeps them wide ajar for further communication and cooperation. In this talk we will also reflect on the different sorts of on-line possibilities to assess oneself in the field of intercultural competence and at the same time training foreign languages. E-methods like ICOPROMO, LOLIPOP, The autobiography of the CoE, INCA, CEFcult and IEREST will be introduced and discussed.

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Szőke, Júlia. „THE EFFECT OF INTERCULTURAL COMPETENCE ON INTERCULTURAL COMMUNICATION“. In 42nd International Academic Conference, Rome. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.042.044.

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Gui, Yi. „Intercultural Communicative Competence-Based English Programmes in Developing Chinese EFL Students’ Intercultural Competence“. In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.18.

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Di Sarno-García, Sofia. „The acquisition of pragmatic and intercultural communicative competence for global citizenship through telecollaboration“. In Collaborative Online International Learning Virtual Exchange. Coventry University, 2023. http://dx.doi.org/10.18552/glea/2023/0007.

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This study presents the results obtained from three different telecollaboration projects, that aimed to develop Spanish-speaking students’ use of apologies in English (pragmatic competence) and their intercultural communicative competence (ICC). In particular, this paper aims to demonstrate how pragmatic competence and ICC are inextricably interrelated, and how these two competences help students become intercultural/global citizens through telecollaboration. Data was collected from both synchronous and asynchronous tasks carried out by Spanish learners of English who engaged in telecollaborative projects with L1 or highly proficient English speakers. The quantitative and qualitative analysis revealed that there is an empirical relationship between the learners’ use of apologies and the development of their ICC. Also, following Byram’s (2008) principles of education for intercultural citizenship, the results demonstrate that telecollaboration can foster language learners’ intercultural/global citizenship.

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Johnson, W. Lewis. „Developing intercultural competence through videogames“. In Proceeding of the 2009 international workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1499224.1499226.

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Bae, Yukyung. „Intercultural Competence in STEM Curriculum“. In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1895279.

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Berichte der Organisationen zum Thema "Intercultural competence"

Nagy, György. Towards intercultural competence: models and frameworks for developing ESOL learners’ intercultural competence in Ireland. Hacettepe University, Faculty of Education, Juli 2018. http://dx.doi.org/10.31880/10344/6951.

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Lane, H. C. Metacognition and the Development of Intercultural Competence. Fort Belvoir, VA: Defense Technical Information Center, Januar 2007. http://dx.doi.org/10.21236/ada470403.

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Hotta, Muneo. Intercultural communication competence and intercultural adjustment of Japanese business sojourners and their spouses. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6152.

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Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.

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Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.

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Fu, Peng. Faculty of Color and Scholarship Redefined: Teaching and Learning for Intercultural Competence. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.252.

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Ferguson, Daniel. The relationship between a pre-departure training program and its participants' intercultural communication competence. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5675.

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Hamanyuk, Vita. Literarische Texte moderner deutscher Literatur als Mittel für die Entwicklung der interkulturellen Kompetenz. Univerzita Pardubice, 2018. http://dx.doi.org/10.31812/123456789/6064.

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The article analyzes some of the literary texts of modern German literature with an intercultural potential in the modern literary context of Germany and the question whether they are relevant to the development of an intercultural competence in foreign language teaching. Theoretical aspects of the appropriation and extension of the intercultural competence are summarized and exemplified by the works of modern German authors. Three novels and their intercultural potential are analyzed, including: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ and H. Akyün „Einmal Hans mit scharfer Soße“. Various groups of characteristics and the characteristics which testify to the intercultural potential of these works, as well as the practice typology for their use in the foreign language and literature lessons, are considered. Im Beitrag werden manche literarischen Texte moderner deutscher Literatur mit interkulturellem Potenzial im modernen literarischen Kontext Deutschlands analysiert, und die Frage, ob sie für die Herausbildung und Entwicklung der interkulturellen Kompetenz im Fremdsprachenunterricht relevant sind. Theoretische Aspekte der Aneignung und Erweiterung der interkulturellen Kompetenz sind zusammengefasst und am Beispiel der Werke moderner deutscher Autoren veranschaulicht. Es werden drei Romane und deren interkulturelles Potenzial analysiert, darunter: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ und H. Akyün „Einmal Hans mit scharfer Soße“. Verschiedene Gruppen von Merkmalen und Charakteristika, die vom interkulturellen Potenzial dieser Werke zeugen, sowie auch Übungstypologie für deren Einsatz im DaF-, und Literaturunterricht werden betrachtet.

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Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.233.

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Cartwright, Chris. Assessing the Relationship Between Intercultural Competence and Leadership Styles: An Empirical Study of International Fulbright Students in the U.S. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.759.

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Moreno Bruna, Ana María, und Patrick Goethals. Estancias de inmersión en el extranjero : el papel de las intervenciones pedagógicas en la adquisición de una lengua extranjera (L2) y la competencia intercultural. Edicions i Publicacions de la Universitat de Lleida, 2022. http://dx.doi.org/10.21001/sintagma.2022.34.06.

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