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Michelino, Denise <1992>. „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 learningTiivistelmä 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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Lin, Yi. „Chinese International Students’ Intercultural Communication Competence and Intercultural Communication Apprehension in the USA“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1516.
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This study investigated the intercultural communication competence and intercultural communication apprehension of Chinese international students. Participants in the study consisted of Chinese international students over 18 years old studying at two 4-year public universities in the southeastern United States. The study participants completed 2 online survey questionnaires: the Intercultural Sensitivity Scale (ISS), which measured the degree of intercultural communication competence, and the Personal Report of Intercultural Communication Apprehension (PRICA), which measured the degree of intercultural communication apprehension. The findings of the study indicated a significant relationship between Chinese international students' intercultural communication competence and their intercultural apprehension. Findings also noted that gender, age, number of U.S. friends, and level of education were not factors predicting the participants' degree of intercultural communication competence and intercultural communication apprehension. However, frequency of speaking English outside of the classroom was an important factor indicating differences in the degree of the study participants' intercultural communication competence and intercultural communication apprehension. In addition, the study revealed that the length of time in the United States affected participants' intercultural communication competence but not their intercultural communication apprehension.
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Hotta, Muneo. „Intercultural communication competence and intercultural adjustment of Japanese business sojourners and their spouses“. PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4268.
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The purpose of this thesis was to examine the relationship among intercultural communication competence, attitudes toward the U.S. culture, and linguistic skills in English for Japanese business sojourners and their spouses living in the United States.
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Макаренко, О. Є. „Intercultural Competence of a Teacher and Teacher Education“. Thesis, ВВП "Мрія", 2014. http://essuir.sumdu.edu.ua/handle/123456789/59457.
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The article is devoted to the importance of interciltural competence of a teacher both at school and university at present as a way to adapt Ukrainian higher institutions to the educational requirements of the pologna process. The article also gives tha targets and the goals of the intercultural competence trainings for teachers.Стаття присвячена важливості міжкультурної компетентності вчителя школи та викладача вищого навчалоного закладу в сучасних умовах освіти як складової адаптації українських навчальних закладів до освітніх вимог Болонського процесу. В статті також наведено цілі та задачі реалізації міжкультурної компетентності для педагогічної освіти.
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Araújo, Sofia Isabel Pereira. „Intercultural English competence for citizenship : a Portuguese study“. Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/2856.
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Mestrado em Estudos InglesesÉ reconhecido que o ensino de Línguas Estrangeiras é uma das áreas em que valores de cidadania podem ser desenvolvidos, dada a flexibilidade dos conteúdos que o ensino de línguas envolve, que podem ir desde literatura a debates, a estudo dos media ou actividades diversificadas sobre tópicos de interesse. O Conselho da Europa recomenda o plurilinguísmo como uma ferramenta importante para a educação de cidadania democrática numa Europa plurilingue. Na presente dissertação, irei demonstrar/argumentar que a Língua Inglesa, com a sua natureza pluricentrada e intercultural e a sua predominância como língua mais ensinada nas escolas, terá um papel importante e especial a desempenhar nestes processos. Tomando como base a análise dos manuais mais vendidos em Portugal para o ensino de Inglês e de questionários dados a alunos e professores do 10º e 11º anos, irei argumentar que conteúdos melhor apoiarão uma necessária mudança no ênfase do ensino formal de Inglês, em direcção a um maior envolvimento em assuntos globais/mundiais e um ensino que contemple a educação para uma participação mais activa e habilitada na sociedade. ABSTRACT: It is recognised that foreign language education is one of the areas where citizenship values can be developed, given the flexible content that language teaching involves, which ranges from literature or debates, to media studies or diversified activities on focus topics. Moreover, the Council of Europe recommends plurilingualism as an important tool for educating for democratic citizenship in a multilingual Europe. In this dissertation, I will argue that the English language, with its pluricentric and intercultural nature and its predominance as the most taught language in schools, has an important and special role to play in these processes. On the basis of an analysis of the most sold course books for the teaching of English in Portugal and questionnaires given to students and teachers of the 10th and 11th grades, I will discuss what content might best support a necessary shift in emphasis in the formal teaching of English towards engagement with world issues and an education for a more active and empowered participation in society.
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Stojakovic, Jelena. „Teaching intercultural communication competence in the healthcare context“. Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06052009-204749.
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Gilbert, Joan Elizabeth. „Classroom Approaches and Japanese College Students' Intercultural Competence“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4442.
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Preparing college students to be contributing members of local and global societies requires educators to analyze the capabilities and needs of their students and to adjust instructional content and practice. The purpose of this mixed-methods study was twofold: (a) to explore how classroom approaches designed to facilitate students' questioning of assumptions and beliefs regarding different cultural beliefs, social structures, and practices might influence Japanese college students' self-reported development of intercultural competence, and (b) to investigate whether or not the students developed their potential for intercultural competence. Mezirow's transformative learning theory informed this study. Archival qualitative data were from 137 Japanese undergraduate students' journals from a course with approaches designed to facilitate questioning their assumptions and beliefs. Multilevel coding was used to support thematic analysis. Archival quantitative data of students' pretest and posttest scores on the Intercultural Adaptation Potential Scale (ICAPS) were too few for meaningful analysis. Limited trend interpretations of the quantitative data helped support the qualitative data findings. Key findings included students identifying the importance of opportunities to discuss conflicting cultural beliefs, social structures, and practices; several questioned their assumptions and enhanced their intercultural competence. Expanded research into the challenge of enhancing cultural competence is needed. Positive social change is possible when intercultural competence and understanding the importance of dealing with cultural conflicts in an informed manner are enhanced. Students who expand their comfort levels and understandings will gain membership into multiple societies, reflect critically on their worldviews, and be able to take positive actions during conflicts.
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Pena-Dix, Beatriz Maria. „Developing intercultural competence in English language teachers : towards building intercultural language education in Colombia“. Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12619/.
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This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn». Within this vision of language teaching, teachers can become, in a near future, intercultural mediators who enlarge the objectives of contemporary language teaching to build Third Spaces for dialogue and negotiation through English. This study is motivated by one main research question: how do Colombian English language teachers’ current practices, beliefs, and professional self-concepts relate to an envisaged profile of the intercultural English language teacher? This question is embedded in the research aim of providing a comprehensive understanding of current English language teaching in Colombia, including teachers’ experiences and perspectives on culture and interculturality. While exploring the literature on ICC, insight was gained into how the teaching of languages becomes a natural scenario to develop ICC and the transformed role of the language teacher as an agent of change and pedagogical progress in transnational and global contexts (Crozet, 2017; Guilherme, 2002, 2007; Porto & Byram, 2015; Risager, 2000, 2007; Sercu et al., 2005). The empirical findings show that teachers feel positively disposed to intercultural competence English language teaching (IELT), but their approaches to culture are mainly essentialist and nationalist, based on communicative language teaching (CLT) approaches. Despite efforts and infrequent demonstrations of IELT, their profile does not meet yet the expectations pertaining to the knowledge, skills and attitudes that are desirable for IELT. However, they have a positive disposition to advance towards IELT. Based on these findings, a tripartite model and a statement of philosophy were proposed to help English language teachers move forward towards ICC. Finally, this investigation provides valuable insights into the status quo of ICC and ELT in Colombia and has practical implications for ELT education programmes, teachers and policy makers who are interested in reanalysing ELT in Colombia.
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Renner, Jasmine, und Yi Lin. „Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.
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Moloney, Robyn Anne. „Intercultural competence in young language learners: a case study“. Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/2440.
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Doctor of EducationWith the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.
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Alsahil, Asma, und Asma Alsahil. „Social Networking Mediated Intercultural Communicative Competence: Affordances and Constraints“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621308.
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In the last few decades, Internet mediated intercultural competence has received a great attention in the field of applied linguistics and foreign language (FL) education especially with the evolution of web 2.0 technologies and social networking sites that facilitate interaction and communication between different cultural communities and individuals. Research in the field of Online Intercultural Exchange (OIE) is extremely varied and researchers have focused their attention on various aspects of OIE such as promoting intercultural communicative competence (Belz, 2002; O'Dowd, 2003; Schenker, 2011; Muller Hartman, 2000), facilitating online relationship building (Ware, 2005; Thorne, 2003, Jin & Erben, 2007) and improving writing skills (Ware, 2005; O'Dowd, 2003), developing pragmatic competence (Kinginger & Belz, 2005). Despite the plethora of research in this area, gaps in the literature still exist. First, literature lacks studies on language learners of less commonly taught languages (e.g. Arabic), (Thorne, 2006) and more importantly most of the studies are based on western contexts mainly in Europe and the USA. Second, few studies have explored the potentials of social networking sites on OIE projects in promoting intercultural learning (Aoki, 2009; Jin, 2015). In an effort to fill the gaps in the research, this study links English language learners (Saudis) with Arabic language learners (Americans) to investigate to what extent OIE on Facebook between these two groups of learners contributes to their intercultural communicative competence (ICC), specifically, exploring how and what are the components of Byram's model (ICC) manifested in the OIE project. Furthermore, it examined the affordances of Facebook in the OIE project according to students' use, practice and perception. Informed by a sociocultural framework, this study took a constructivist mixed methods approach to analysis of data from learners' online discourse on Facebook, the researcher's journal and observations, pre-survey, semi-structured interviews, and a questionnaire. Data analysis and interpretation revealed that when students' participation were mutually compatible, the students were able to build meaningful relationships, used a range of various questioning techniques, and engaged in genuine dialogue, OIE has a great potential for developing students' intercultural competence, as many objectives of Byram's ICC model were manifested. Findings also revealed that the project has strengthened Saudi students' cultural identity as they found the space to present their culture and country beyond the stereotypical image that dominates the media. As with regard to Facebook affordances, findings showed that the semiotic design and various semiotic resources of Facebook (e.g. multimodal posts, sharing, notification, friending, semi-automated features, etc.) afford students' engagement in intercultural discussion, students' collaboration, and students' interpersonal relationship building. The study also identified some of Facebook's constraints that limited students' participation due to technological, cultural and social factors. In sum this study illuminates the nature of online intercultural communication between Arabic and English language learners, contributing to the scarce research on this population. It also uncovers the unique affordances as well as constraints of Facebook on an OIE project. Based on this study, several pedagogical implications and suggestions are made for future research in the field of online intercultural exchanges.
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Vevea, Nadene N. „Intercultural Communication Competence Theory: Integrating Academic and Practical Perspectives“. Diss., North Dakota State University, 2011. https://hdl.handle.net/10365/28885.
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Over the past five decades, scholars of intercultural communication have attempted to define, describe, and otherwise operationalize the concept of competency in an intercultural interaction. This study constructed a comprehensive theory of intercultural communication competence (ICC) grounded in the extant literature and the practical or everyday understanding of the concept. Using classroom data that was validated by a metasynthesis of existing qualitative or ethnographic studies describing ICC, the academic definitions and lay descriptions were each explored and then compared to find points of convergence and points of divergence. The comparative analysis provided the foundation for the development of tenets: ICC is an outcome; ICC is externally perceived and measured; and ICC is bound by the cultural context in which it takes place, conditions regarding interaction goals and power roles of the interactants, and culture specific elements for the holistic ICC theory proposed by this study. An examination of the implications of the newly constructed ICC theory and its future application and implications were explored.
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Moloney, Robyn Anne. „Intercultural competence in young language learners: a case study“. Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2440.
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With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.
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Izmaylova, Anastasia R. „Using social media to develop intercultural competence through telecollaboration“. Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5514.
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Using interpretive qualitative research methods, this dissertation study examines how a telecollaboration in a social networking site affects learners’ intercultural competence development. In particular, it explores the changes in learners’ understanding of the concept of culture, as well as their understanding of their own and target cultures. Additionally, this study investigates what role the medium of the exchange plays in the project. Finally, it analyzes three individual learners’ experiences in an online intercultural exchange.
Two intact classes of college-level language learners—U.S. students learning Spanish and Colombian students learning English—participated in an eight-week telecollaboration using Facebook. Each week students shared information about their own culture and reacted to the posts about the target culture made by the students in the partner class. This study analyzed 14 U.S. students’ experiences and learning, based on their pre- and post-telecollaboration questionnaires, reflexive portfolios, and pre- and post-telecollaboration one-on-one interviews.
Data analysis demonstrated that the participants experienced a notable development in their intercultural competence. In particular, participants showed a more detailed understanding of the concept of culture, as well as the reasons for cultural learning and awareness. The activity of explaining their own culture to foreigners led the participants to an ongoing analysis of their own culture and, therefore, facilitated development in their understanding of the home culture. Specifically, participants were able to take a critical stance in their analysis and evaluate their own culture from the position of an outsider. Finally, participants gained knowledge about Colombian culture and developed an ability to analyze cultural products and practices, as well as infer information about cultural perspectives from that analysis. In general, the telecollaboration enabled participants to develop critical cultural awareness and change their worldviews from more ethnocentric to more ethnorelative.
In regard to the use of Facebook, this popular social networking site proved to be uniquely suitable for a telecollaboration. It gave the participants an opportunity to create a personal learning environment that was accessible whenever and wherever they needed it. It also facilitated a bridging between participants’ learning and leisure online activities.
The three case studies demonstrated that while any type of learner can benefit from telecollaboration, their experiences and the degree of intercultural competence development are individual. In addition, the development of intercultural competence appeared to be non-linear, which demonstrates the difficulty of its assessment.
Based on the findings, the researcher concludes that telecollaboration facilitates the development of intercultural competence and, thus, is an effective way of addressing the challenge of culture instruction in foreign language courses. Additionally, the unique properties of social networking sites make them an easily accessible platform for telecollaboration projects.
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Rodríguez, Prieto Joseba. „“…La cultura se encuentra en una constante de flujo e intercambio de ideas…”. Conciencia intercultural en aprendientes hindús y profesores nativos de español residentes en la India“. Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80666.
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This study aims to investigate the representations that Indian students have of Hispanic cultures and, on the other hand, to assess the degree to which native Spanish teachers give importance to the intercultural competence in teaching an L2. This research has been carried out by means of questionnaires and interviews with teachers and students of Spanish as a foreign language (SFL). The data, gathered through the questionnaires and interviews, show a clash between the Indian students´ self-stereotypes and their other-stereotypes regarding the Hispanics. The results also show a contradiction between the will and determination of the SFL teachers to incorporate "intercultural" elements in their teaching practice and the feeble extent to which they manage to do so.
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Schaeffer, Janna Orlova. „ACHIEVING CROSS-CULTURAL COMPETENCE IN THE CLASSROOM: CULTURE'S WAYS EXPLORED“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203495.
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Over the course of the last few decades the debate over culture and its relationship to language has remained heated and one can argue, unresolved. It has been underscored that it is not necessarily the question of culture teaching per-se but rather the methods and content of such teaching that remain controversial. Today's world demands that learners are not simply linguistically but also interculturally competent. It has been argued that high levels of intercultural awareness can be achieved with the help of experiential lessons taught in a formal setting that focus on the exploration of self as a cultural being.In this study, three groups of the intermediate learners of German and Russian were invited to participate in a number of cultural lessons based on either culture box highlights or experiential activities. The pre-posttests measured changes in learners' cognitive, behavioral and affective measures of intercultural competence. Results revealed that experiential activities tend to better facilitate the development of learners' intercultural skills and attitudes. Students written responses to critical incidents were analyzed with the Developmental Model of Intercultural Sensitivity (Bennett, 1993) to assess changes in learners' perspectives and intercultural disposition over the course of the semester. Additionally, learners' experiences with foreign and local cultures were quantified and correlated with cognitive, behavioral and affective measures of intercultural competence. Results showed that not all measures of intercultural competence may be broadened by the individuals' firsthand experiences with other cultures. The relevance of one's previous experiences with `sub-cultures' (states, cities, towns, and communities), i.e. his `mobility' must also be acknowledged.
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Anderson, Aaron. „An exploration of the intercultural competence and the cross-cultural experiences of educational psychologists in the United Kingdom“. Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34340.
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The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.
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Thid, Emelie. „Att vara lärare med interkulturell kompetens : En kvalitativ studie med förskolelärare/lärare som gått interkulturell lärarutbildning“. Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14528.
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The Swedish school is today a meeting place for many people with different cultures. The teacher education at Södertörn University have since 2002 been influenced by an intercultural profile. The purpose of this study is to investigate how the intercultural profile of Södertörn University is expressed in preschool- teachers/ teachers work. Is an intercultural approach requested in schools and is intercultural approach useful and applicable in the teaching profession? The report is based on a qualitative study of what intercultural competence means for five preschool- teachers/ teachers who have graduated from Södertörn University. The report describes what intercultural competence means to them and how they use their intercultural competence in their work. It also investigates the employers view on intercultural competence. There seems to be some uncertainty about intercultural competence, during the interviews with the preschool teachers/ teachers they became more aware of how they actually use their intercultural competence. These preschool- teacher/ teacher have perhaps not had the opportunity to reflect on the concept. My conclusion is that intercultural competence is essential in school because teachers meet people with different cultures every day, that’s why teachers need to work with ethnocentric behavior. Teachers have a responsibility not to pass on prejudices about people to their students. All children have a right to feel included in the school community regardless of who they are and where they come from.
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Flaherty, Bridget Eileen. „Cultures in Residence: Intercultural Communication Competence for Residence Life Staff“. The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05152009-083236/.
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Despite a recent plateau in the number of international students coming to the U.S., international students still make up a significant portion of the student body at institutes of higher education. Along with attendance at schools, many international students live in campus housing, such as residence halls, and are often placed with a U.S. roommate. Previous research has shown that international and U.S. students may have cultural conflicts, particularly when living together. Since many younger students may not be interculturally competent, it is left to the staff of Residence Life offices, such as resident assistants, to counsel students through their issues; yet many resident assistants do not receive any type of intercultural competence training. A needs analysis was conducted with the current Resident Assistants at The University of Montana, and the results were used to develop intercultural communication competence training for the incoming Resident Assistants in Fall 2009.Body of paper begins here.
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Ha, Kyung-Hun [Verfasser]. „Intercultural Competence in the Information System Domain / Kyung-Hun Ha“. Berlin : ESCP Europe Wirtschaftshochschule Berlin, 2016. http://d-nb.info/1103250973/34.
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Baumann, Uwe. „Exploring intercultural communicative competence in a distance language learning environment“. Thesis, Open University, 2010. http://oro.open.ac.uk/45970/.
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This study explores intercultural communicative competence in a distance language learning programme at the Open University in the UK. The research was based on two cohorts of distance language students of German, one at beginner and one at advanced level. This study uses an approach that combines quantitative and qualitative research methods through the use of questionnaires and in-depth, semi-structured telephone interviews. It was established that the conceptual framework of intercultural communicative competence developed by Byram (1997b) and his collaborators is the most comprehensive and viable framework for this project. There is evidence in the literature that this framework has been used successfully in different contexts (Byram & Morgan, 1994; O’Dowd, 2006; Sercu et al., 2005a). Little research has been conducted on the development of intercultural communicative competence in adults, with the exception of Aarup Jensen et al. (1995). So this project addresses a gap in the research into intercultural communicative competence among adults. Furthermore, it focuses on a programme of language study at a distance, which is another area for which only limited research evidence could be found. The findings of the project, both the quantitative and qualitative aspects, demonstrate that these learners gained knowledge through the study of a prescribed package of course materials, and that there is evidence of the acquisition of intercultural communicative competence of varying degrees, as stipulated in Byram’s conceptual framework. The findings also demonstrate that the framework of intercultural communicative competence would benefit from the addition of a sixth dimension to encapsulate the experiences and diverse backgrounds that specifically adult learners bring to the study of a modern foreign language: experience of life or savoir s’appuyer sur son expérience.
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Holland, Christine K. „Classroom Intercultural Competence in Teacher Education Students, Interns, and Alumni“. UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/473.
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The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in their student teaching internship, and teacher education alumni currently teaching in the Jacksonville metropolitan area. Participants’ 3CI scores were used as a diagnostic tool to facilitate the recognition of factors relative to their overall intercultural competence. Three quantitative research questions were tested: Is there a statistically significant difference between matched pairs of intern’s CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) after students complete their field observation experience as compared to their pre-field observation scores? This question was not supported (t(116) = 1.07; p > .05). Do matched pairs of interns who experienced an IST enhanced internship (Ross et al., 2009) as compared to matched pairs of interns whose student teaching experience was exclusively in a domestic classroom? This question was supported (t(38) = 1.68; p < .001; d = .252). Do in-service teachers who experienced an IST enhanced internship demonstrate increased CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) as compared to in-service teachers whose student teaching experience was exclusively in a domestic classroom? This question was not supported (t(25) = .93; p > .05).
Each of the 6 subfactors was charted to portray a graphic illustration of the areas of strengths and weakness concerning classroom intercultural competence.
In the qualitative component of the present study, interview methodology facilitated gathering qualitative data from intern and in-service teachers. This provided a context for enhancing the quantitative data and for addressing the unique nature of how different individuals learn to adapt to diverse students in the classroom. One qualitative research question was tested: To what extent do qualitative data collected from interviews reflect similar areas of growth as indicated by the scales and subscales of the 3CI (Ross et al., 2009) quantitative measurement?
Interviews with these teachers led to the identification of significant factors related to intercultural communicative success in the multicultural classroom. Hence, research question 4 was supported.
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Liwen, J. (Jiang). „Adult third culture kids and their intercultural learning and competence“. Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042307.
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Due to globalization, there are more and more families are bringing their children abroad due to different reasons (Cockburn 2002, 475–476). Third culture kids (TCKs) have gradually become well known to people and the society. The aim of this research is to discuss TCKs’ intercultural learning and competence during their significant years of development and what this experience means to them in terms of their educational and career choices.
This is a qualitative research based on semi-structured interviews collected from six adult third culture kids (ATCKs). The theoretical framework lies under the study of intercultural learning and competence. Intercultural learning as transformative learning and informal learning are discussed and different models of intercultural competence are also presented in the theoretical framework. Narrative research has been chosen for the methodological approach of this study. The main findings of this research show that the intercultural learning and competence of ATCKs was characterized by the following three themes: Constructing different values and worldviews by living abroad; having no fear to new things and learning from feeling uncomfortable; and the increased ability to build social relationships and learning from others. Regarding the educational choices, the ATCKs I interviewed tended to continue their studies in their passport countries which they were more familiar with. However, their career choices were affected by a desire to learn more from living abroad. The findings of this study may be beneficial for teachers, parents, TCKs and many others who are interested in TCKs intercultural learning and competence.
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Zhang, Jingzhu. „Effects of virtual conversations on international, students' intercultural communicative competence“. W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618538.
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Zazzi, Esther. „Contributors to the Development of Intercultural Competence in Nursing Students“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6498.
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Nurses deal more effectively with cultural diversity when they have an ethnorelative orientation toward cultural difference and commonality on the Intercultural Development Continuum, which was the theoretical framework of this study. Scholarly literature shows limited knowledge on what fosters nurses' intercultural development. Thus, this quantitative, retrospective study was the first investigation in health care in Switzerland conducted on nursing students' orientation on the Intercultural Development Inventory (IDI) and the relationship to student demographic variables. The sample for this secondary data analysis consisted of the IDI results from nursing students enrolled between 2010 and 2016 at the largest nursing college in Switzerland (N = 3,410) where the systematic integration of the development of intercultural competence into the curriculum began in 2010. Descriptive statistical analysis indicated that the students' developmental orientation (DO) toward cultural difference and commonality represented a mindset of minimization (M = 86.3, SD = 13.7), whereas the orientation gap between the DO and the students' perceived orientation (PO) was high (M = 32.5), indicating that students believe they have higher intercultural competence than they have. Chi-square-tests revealed significant relationships between gender, age, and time living in another country and the students' PO and DO. The paired samples t test demonstrated a higher end of program DO (p = .01) compared to beginning DO scores, suggesting the program provided challenges that met the students' level of readiness for cultural development. The findings may affect positive social change by providing knowledge on contributors to development of intercultural competence that educators can use.
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Driedger, Christina. „Students' perceptions of their intercultural communicative competence following intercultural encounters with language assistants : a multiple case study“. Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67000.
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Le programme des langues officielles, Odyssée, existe depuis plus de 40 ans, mais aucune recherche empirique connue ne s'est penchée sur son impact sur les apprenants de L2—le plus grand nombre d'acteurs impliqués. Pour combler cette lacune, cette étude s'est penchée sur la perception qu'ont les apprenants de L2 en anglais de leur compétence en communication interculturelle à la suite de rencontres interculturelles avec des assistants en langues officielles. Une approche d'études de cas multiples a été utilisée pour recueillir des données quantitatives et qualitatives auprès d'un assistant en langues (n=1) et des apprenants d’anglais L2 (N=124) dans deux écoles secondaires de la province de Québec, situées dans une communauté semi-urbaine et rurale. L'objectif principal de cette étude était d'examiner comment les rencontres interculturelles avec des assistants en langues pourraient façonner les dimensions cognitives et affectives de la compétence communicative interculturelle des apprenants. Elle a également examiné comment les facteurs sociodémographiques pouvaient influencer les résultats. Les principaux résultats révèlent que les participants des deux écoles ont estimé que l'apprentissage avec l'assistant de langue a façonné leurs attitudes et connaissances interculturelles, mais pas dans la même mesure. Cette étude souligne l'influence potentielle des facteurs sociodémographiques sur les attitudes et les connaissances interculturelles des participants ainsi que le rôle que l'assistant de langue a pu jouer dans la formation des connaissances interculturelles des participants. Enfin, cette étude suggère que l'intersection de la compétence interculturelle et de la recherche sur les assistants de langues est un domaine d'enquête important et que les programmes de langues officielles au Canada bénéficieraient de recherches supplémentaires dans cette direction.The official languages program, Odyssey, has existed for over 40 years, yet no known empirical research has investigated its impact on L2 learners—the largest number of stakeholders involved. To address this gap, this study looked at English L2 learners’ perceptions of their intercultural communicative competence following intercultural encounters with official language assistants. A multiple case study approach was used to collect quantitative and qualitative data from a language assistant (n=1) and English L2 learners (N=124) at two secondary schools in the province of Quebec, located in a semi-urban and rural community. The primary objective of this study was to examine how intercultural encounters with language assistants might shape the knowledge and affective dimensions of learners’ intercultural communicative competence. It also considered how sociodemographic factors might influence the results. Main results reveal that participants in both schools felt that learning with the language assistant shaped their intercultural attitudes and knowledge, but not to the same degree. This study highlights the potential influence of sociodemographic factors on participants’ intercultural attitudes and knowledge as well as the role the language assistant may have played in shaping participants’ intercultural knowledge. Finally, this study suggests that the intersection of intercultural competence and language assistant research is an important area of inquiry and that official languages programs in Canada would benefit from further research in this direction.
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Giuffrida, Simona Agata. „Il potenziale della letteratura odeporica per una promozione della competenza comunicativa interculturale nella classe di lingua straniera“. Thesis, Università degli Studi di Catania, 2011. http://hdl.handle.net/10761/249.
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Il fine di questo studio e' l'esplorazione del potenziale del testo odeporico ai fini della promozione delle abilita' interculturali nella classe di lingua straniera. La ricerca ha messo in luce i caratteri interculturali del travelogue e la sua naturale predisposizione a farsi strumento di riflessione del Se e dell'altro grazie alla sua discorsivita' accentuata e alla presenza di conflitti ed atteggiamenti etnocentrici che possono divenire oggetto di analisi in sede didattica. Lo studio ha inoltre messo a punto una particolare strategia di lettura del travelogue, un toolkit specifico per l'analisi testuale e un modello di apprendimento esperienziale focalizzato sulla consapevolezza critica del discente.
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O'Dowd, Robert. „Network based language teaching and the development of intercultural communicative competence“. [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972300724.
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Chun, Lai-Chun. „Assessment of Pre-university Students' Intercultural Competence in an International School“. Thesis, University of Leicester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486646.
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Many educational institutions in Hong Kong are committed to the promotion of students' intercultural understanding, global awareness, respect for different beliefs and cultures, international mindedness, and the nurture of global citizens or inter-culturally competent students. There are a number of research studies on intercultural learning which were conducted in a range ofcontexts with a variety of student groups. Most ofthese studi.es focus on the intercultural learning experience of sojourners (international students) in a host country. Far less is known about the intercultural learning experience ofhosts (native/domestic students). This research study investigates pre-university students' intercultural competence as a possible outcome of an international education in Hong Kong. Students' intercultural competence was assessed based on four interdependent areas of intercultural learning, which included intercultural awareness, intercultural understanding, foreign/second language appreciation and ability, and adaptability. The study uses a multi-method research design based on an application of the social cognitive theory to understand intercultural competence by emphasising the environmental and social context together with personal elements. A combination of quantitative and qualitative methods of data collection was used, namely, student questionnaire, student interviews, teacher questionnaire and documentary analysis. AIl the first year students (131) ofthe international school were invited to participate in the questionnaire and a sample of 10 students participated in the interviews. In addition, 31 students from local secondary schools were invited to participate as the control group. Research findings indicated that students of the international school demonstrated a higher degree of intercultural competence and a higher measure. of self-efficacy than students studying in local schools. Noticeably, findings revealed the importance of a supportive multicultural learning environment and a curriculum committed to the promotion of intercultural understanding for the development of students' intercultural competence. The research further suggested that the experience benefited student sojourners as well as hosis, and girls were found to score slightly higner than boys. Two directions for 'future work are recommended. First, although the student questionnaire was validated 119 participants, further efforts should be made to validate and test the psychometric properties of the leeS with other populations. Second, future research should incorporate other international schools to further investigate the relationships between intercultural competence, self-efficacy, and the environmental context. Keywords: intercultural competence, self-efficacy, international school, pre-university students
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Reza, Amir. „Fostering intercultural competence: Impacts of a multi-destination study abroad program“. Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104141.
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Thesis advisor: Karen ArnoldThesis advisor: Philip Altbach
The attainment of attitudes, knowledge, and skills that develop students' intercultural competence so that they may navigate the globally interconnected environment of the 21st century is touted as an important learning objective for higher education (Deardorff & Jones, 2012). Colleges and universities strive to enhance this learning objective by offering a variety of international opportunities; prominent among these is a period of study abroad. However, past research indicates the results of intercultural development through study abroad are mixed. How can education abroad contribute to students' intercultural development? This study focuses on a cohort of students who traverse through three countries (China, Russia, India) in the course of one semester as they live and learn together, alongside faculty and staff from their home institution. To better understand the features of study abroad programs that contribute to students' intercultural development, this study examined the real and perceived development of a group of students (N=21) engaged in a multi-destination study abroad program utilizing a mixed-methods approach. The Intercultural Development Inventory (IDI) scores of the 21 participants increased by an average of 24.45 points (25%), an increase that exceeded the IDI gains in previous studies. Programmatic conditions that cultivated students' intercultural competence included facilitated contact with natives, academic structure, student self-initiated exploration, and multi-destination. Social and residential features of the program had the least impact on participants' intercultural development. The analysis of the participant narratives is indicative of a web of interconnected features that provided the scaffolding for students to develop empathy, recognize their own biases, challenge stereotypes and ethnocentric beliefs, and ultimately gain knowledge and skills that enabled them to communicate and behave appropriately and effectively in intercultural situations. The results of this study imply that a web of intentionally designed features (e.g., multi-destination, faculty engagement, consistent reflection opportunities, facilitated contact with natives, and IDI guided coaching and mentoring) provide a solid scaffolding that accelerates students' intercultural development
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Anna, Israelsson. „Teachers’ perception of the concept of intercultural competence in teaching English“. Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353.
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Intercultural competence (IC) as an essential part of conceptualization of the cultural dimension in FLT has been promoted by educationalists as the most preferred type of competence. One of the challenges of incorporating IC into FLT is to move from the recognition of IC as a model of teaching (Byram, Nichols and Stevens, 2001) to the development of practical applications. This can be due to the fact that teachers do not have sufficient knowledge of the theory behind the concept and consequently, have difficulties to implement the curriculum requirements with regards to IC into their teaching. The purpose of this study was to investigate how teachers of English in upper secondary schools in Sweden interpret the concept of IC and, accordingly, what is their view of culture in English language teaching. In order to answer the research question, I used an exploratory investigation by adopting a qualitative research method in form of semi-structured interviews. The results are similar to the previous studies (Lundgren, 2002; Larzén, 2005) and suggest that teachers lack theoretical background and central guidance with regards to IC and do not always integrate language and culture into an intercultural model of the English language pedagogy.
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Sabbah-Taylor, Angela. „Interactional and intercultural competence in tandem learning : a micro-analytic perspective“. Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3699.
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This thesis is an investigation into the characteristics of interactional and intercultural competence in a tandem language learning context between English and Chinese postgraduate students. It examines idioms meaning exchanges through the adoption of a conversation analytical perspective. The characteristics of interactional and intercultural competence are established in this thesis by applying the principles of conversation analysis using the same set of data. The first application examines the characteristics of interactional competence whilst the second investigates the characteristics of intercultural competence through the lens of conversation analysis and interactional competence. This thesis is a contribution to the existing body of knowledge on interactional and intercultural competence and on tandem language learning. However, unlike previous research in this field (e.g. Bennett, 1986; Byram, 1997; Bennett, 1998; Hofstede, 2001; Brammerts, 2003; Lewis, 2003; Stickler and Lewis, 2003; Hosoda, 2006; Park, 2007; Van Compernolle, 2011; Kitzinger and Mandelbaum, 2013; Bolden, 2014), this thesis focuses on the interactions in tandem learning sessions using a microanalysis account of ‘repair’, ‘turn taking practices’, and ‘preference organisation’. By using conversation analysis, this thesis highlights the different interactional resources used by the participants that promote interactional competence and by examining these same interactional resources from a conversation analytical perspective, this thesis was able to identify intercultural moments in conversation and the ways in which the participants oriented to them. The findings show that the maintenance of intersubjectivity through repair-initiations and repair-accomplishments as well as asymmetrical orientation to knowledge can enhance interactional competence. On the other hand, cultural differences between the participants were manifested via these same interactional resources and through these resources, the participants attributed to each other the identity of an expert and a novice (not as bona fide co-member).
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Zhang, Ling. „Intercultural competence development : the perceptions of Chinese visiting scholars sojourning abroad“. Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/32961/.
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Considering the increasing number of Chinese scholars being sent to foreign countries to study as visiting scholars as well as limited research focusing on examining their intercultural competence development while sojourning abroad, it is important to examine their perceptions of the factors affecting their intercultural competence development during their sojourning abroad. A mixed-methods design was employed for this study. Quantitatively, using generalizability theory (Cronbach, Gleser, Nanda, & Rajaratnam, 1972) as a theoretical framework, this study examined differences in 85 Chinese visiting scholars’ ratings of the factors affecting their intercultural competence development during their sojourning abroad across sex (i.e., male and female), age (i.e., younger than 40 years old, 40-50 years old, and older than 50 years old), country of study (i.e., the United States and the United Kingdom), and length of study (i.e., 3-6 months, 7-12 months, and more than 12 months). Qualitatively, this study used ten semi-structured interviews (i.e., 5 interviews with Chinese visiting scholars studying in the United States and 5 interviews with Chinese visiting scholars studying in the United Kingdom) to gain Chinese visiting scholars’ perceptions of the factors affecting their intercultural competence development during their sojourning abroad. Results show that there were significant differences in the ratings of certain factors in terms of their impact on the development of intercultural competence as evaluated by the 85 Chinese visiting scholars across sex, country of study, age, and length of study. Further, the variables sex, country of study, age, and length of study did generate different results in terms of the sources of rating variation of the impact of the factors on Chinese visiting scholars’ intercultural competence development. Furthermore, both Chinese culture and the host country culture affect Chinese visiting scholars’ intercultural competence development while they are studying abroad. Finally, Chinese visiting scholars’ study abroad experience continues to impact their interpersonal communication after they have come back to China. Important educational implications for Chinese visiting scholars as well as American and British professors and administrators are discussed.
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Einfalt, Johanna Theresia. „Using a dialogic approach to develop intercultural competence in university students“. Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134242/1/Johanna_Einfalt_Thesis.pdf.
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Higher education seeks to produce interculturally competent students; however, it is not clear how to achieve this as part of the university experience. This study investigated how to develop intercultural competence at a regional Australian university, demonstrating growth in a group of commencing students' intercultural attitudes, knowledge and skills through participation in a series of dialogic forums. A fine-grained analysis of forum moments also revealed how students used interactional tools to facilitate intercultural understandings with diverse others. Implications highlight the importance of promoting dialogic interaction as a means to stimulate intercultural competence in higher education institutions.
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Trino, Thomas <1991>. „Fostering and assessing Intercultural Communicative Competence. A multi-perspective reflective observation“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10446.
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Following the European Commission's indications, this dissertation aims to clarify, as well as identify, the key competences for living in an increasingly inter-connected world, and to examine scientific literature.
Recently the concept of Intercultural Communicative Competence (ICC) has gained considerable significance in the educational sector. However, despite growing international literature and the interest of European institutions, many gaps and limitations remain: there are misunderstandings and disagreements in terminology and on an operational level; questions inherent to education have not been reflected upon appropriately; and educational measurements that are often summative and restrictive have been applied. This is why the urgent need has emerged to reflect in a holistic way on the concept of ICC.
When it comes to ICC assessment, there are a host of open questions that await some more definite answers. There is extensive debate as to whether IC can be assessed in a valid and reliable way. This thesis takes on board the complexity of the field by exploring and reflecting on the numerous ICC assessment tools currently researched and employed. In particular, it examines the potential of dynamic assessment to develop student ICC.
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Trino, Thomas <1991>. „Fostering and assessing Intercultural Communicative Competence. A multi-perspective reflective observation“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10447.
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Following the European Commission's indications, this dissertation aims to clarify, as well as identify, the key competences for living in an increasingly inter-connected world, and to examine scientific literature.
Recently the concept of Intercultural Communicative Competence (ICC) has gained considerable significance in the educational sector. However, despite growing international literature and the interest of European institutions, many gaps and limitations remain: there are misunderstandings and disagreements in terminology and on an operational level; questions inherent to education have not been reflected upon appropriately; and educational measurements that are often summative and restrictive have been applied. This is why the urgent need has emerged to reflect in a holistic way on the concept of ICC.
When it comes to ICC assessment, there are a host of open questions that await some more definite answers. There is extensive debate as to whether IC can be assessed in a valid and reliable way. This thesis takes on board the complexity of the field by exploring and reflecting on the numerous ICC assessment tools currently researched and employed. In particular, it examines the potential of dynamic assessment to develop student ICC.
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Dzhuryak, Iryna. „Establishing a Baseline Measurement of Intercultural Competence of Ukrainian Faculty: Setting the Stage for Domestic and Global Intercultural Understanding“. FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1529.
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Post-Soviet Ukraine is in a time of upheaval and transition. Internal relations between pro-Western and pro-Russian supporters have deteriorated in the light of recent political events of Euro Revolution, Russia’s occupation of the Crimean peninsula, and the militant confrontations in the southeastern regions of the country. In the light of these developments, intercultural competence is greatly needed to alleviate domestic tensions and enable effective intercultural communication with the representatives of different cultures within the country and beyond its borders.
This study established a baseline of psychometric estimates of intercultural competence of Ukrainian higher education faculty. A sample of 276 professors of different academic majors from one university in Western Ukraine participated in the research. The Global Perspective Inventory (GPI; Merrill, Braskamp, & Braskamp, 2012) was chosen as a research instrument to measure intercultural competence of the faculty members. The GPI takes into account cognitive, intrapersonal, and interpersonal domains, each of which contains two scales reflective of theories of cultural development and intercultural communication – Cognitive-Knowing, Cognitive-Knowledge, Intrapersonal-Identity, Intrapersonal-Affect, Interpersonal-Social Responsibility, and Interpersonal-Social Interaction. Because the research instrument has neither been previously used as a measure of intercultural competence, nor administered in Ukraine, it was cross-validated using a Table of Specification (Newman, Lim, & Pineda, 2013) and two sets of factor analyses. As a result, a modified version of the GPI was created for use in Ukraine.
Multiple linear regression analyses were used to test relationships between the participants’ GPI scores on intercultural competence, and several independent variables that consisted of academic discipline, intercultural experience, and how long the participants taught at the university. The analyses determined a positive relationship between the scores on three out of six scales of the original version and two out of five scales of the modified version of the GPI and all the independent variables simultaneously. The relationship between the faculty responses on the six scales of both GPI versions and the independent variables controlling for each other produced mixed results. A unique role of intercultural professional development in predicting intercultural competence was discussed.
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Brunner, Jason M. „Relationship building in a cross-cultural setting : the importance of intercultural competence“. Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3750.
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Vallejo, Garcia José Luis. „Intercultural competence as a conductive factor of managers' readiness for organizational change“. Phd thesis, Université de Strasbourg, 2012. http://tel.archives-ouvertes.fr/tel-00836472.
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L'objectif de cette thèse est d'identifier les compétences interculturelles qui déterminent la disposition des gestionnaires au changement organisationnel. Pour ce faire, nous avons analysé l'influence des compétences interculturelles, impliquant des aptitudes cognitives, des habiletés émotives et des compétences comportementales/sociales chez les gestionnaires, sur la disposition au changement. Afin de tester notre modèle de recherche, incluant douze hypothèses principales nous avons eu recours à une enquête avec un questionnaire électronique auto-administré. Notre échantillon total compte cinq cent cinquante- sept personnes en provenance de soixante-huit pays différents. Les personnes interrogées, des salariés d'entreprises, occupent des postes à différents niveaux hiérarchiques : au niveau stratégique, mais aussi au niveau opérationnel, c'est-à- dire, des gestionnaires qui sont responsables de la planification à long terme, du contrôle du progrès, ou de la supervision quotidienne des opérations. La compréhension du concept de la compétence interculturelle était un aspect essentiel dans cette thèse de doctorat. La partie théorique a donc été écrite discrétionnairement par le chercheur au sujet des références choisies sur lesquelles le cadre conceptuel a été établi. Une partie empirique a été soutenue avec une analyse méthodologique quantitative afin de prouver qu'il y a une corrélation positive significative entre la compétence interculturelle et la disposition des gestionnaires au changement organisationnel.
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Vallejo, Garcia Jose Luis. „Intercultural competence as a conductive factor of managers' readiness for organizational change“. Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAB010/document.
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L’objectif de cette thèse est d’identifier les compétences interculturelles qui déterminent la disposition des gestionnaires au changement organisationnel. Pour ce faire, nous avons analysé l’influence des compétences interculturelles, impliquant des aptitudes cognitives, des habiletés émotives et des compétences comportementales/sociales chez les gestionnaires, sur la disposition au changement. Afin de tester notre modèle de recherche, incluant douze hypothèses principales nous avons eu recours à une enquête avec un questionnaire électronique auto-administré. Notre échantillon total compte cinq cent cinquante- sept personnes en provenance de soixante-huit pays différents. Les personnes interrogées, des salariés d’entreprises, occupent des postes à différents niveaux hiérarchiques : au niveau stratégique, mais aussi au niveau opérationnel, c’est-à- dire, des gestionnaires qui sont responsables de la planification à long terme, du contrôle du progrès, ou de la supervision quotidienne des opérations. La compréhension du concept de la compétence interculturelle était un aspect essentiel dans cette thèse de doctorat. La partie théorique a donc été écrite discrétionnairement par le chercheur au sujet des références choisies sur lesquelles le cadre conceptuel a été établi. Une partie empirique a été soutenue avec une analyse méthodologique quantitative afin de prouver qu’il y a une corrélation positive significative entre la compétence interculturelle et la disposition des gestionnaires au changement organisationnelThe object of this thesis is to discover the intercultural competencies that determine manager’s readiness for organizational change. Through the analysis of twelve main hypotheses; regarded as intercultural competence; involving cognitive capabilities, emotional abilities and behavioural/social skills in managers; and their influence on readiness for change, the procedure to validate the general hypothesis includes an electronic self-administered questionnaire and a total of five hundred and fifty seven respondents from sixty-eight different nationalities. The respondents are managers of corporations who hold strategic, tactical or operational management positions; that is, managers who are responsible for long-term planning, progress monitoring, or day-to-day operational supervision.The understanding of the concept of intercultural competence is a central aspect in this dissertation and therefore the theoretical part has been written discretionarily by the researcher concerning the selected references upon which the conceptual framework was built. An empirical part is supported with a quantitative methodological analysis in order to prove that there is a significant positive correlation between intercultural competence and managers’ readiness for organizational change
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Salisbury, Mark Hungerford. „The effect of study abroad on intercultural competence among undergraduate college students“. Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1073.
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During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence - an educational outcome critical in a globalized 21st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.
The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre- and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both cross-validate findings and provide guidance for future research.
Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars.