Journal articles on the topic 'Intercultural competence'
To see the other types of publications on this topic, follow the link: Intercultural competence.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Intercultural competence.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Kostenko, Dmytro, and Viktoriia Oliinyk. "INTERCULTURAL COMPETENCE AS A PART OF READYNESS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS FOR INTERCULTURAL COMMUNICATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 100–107. http://dx.doi.org/10.31499/2307-4906.3.2021.241732.
Abstract:
The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified.
Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.
2
Escarbajal Frutos, Andrés, and Juan José Leiva Olivencia. "LA NECESIDAD DE FORMAR EN COMPETENCIAS INTERCULTURALES COMO FUNDAMENTO PEDAGÓGICO: UN ESTUDIO EN LA REGIÓN DE MURCIA (ESPAÑA)." Profesorado, Revista de Currículum y Formación del Profesorado 21, no. 1 (April 1, 2017): 281–93. http://dx.doi.org/10.30827/profesorado.v21i1.10363.
Abstract:
Resumen:En el presente artículo queremos enfatizar la importancia de las competencias interculturales en la formación de los profesionales de la acción social. Para ello realizamos un recorrido por las concepciones y significado de competencia y competencia intercultural, por considerar que son términos claves en una sociedad plural y globalizada donde el intercambio y la comunicación intercultural son elementos esenciales para la convivencia. Para reforzar e intentar clarificar nuestro propósito general, damos cuenta de una investigación de corte cuantitativo llevada a cabo en la Región de Murcia en la que escrutamos la formación en competencias interculturales de los profesionales que ejercen su labor con personas inmigrantes. Abstract:In this paper we emphasize the importance of intercultural competences in the training of professionals of social action. Therefore, we tour of the concepts and meaning of competence and intercultural competence because we are key terms in a plural and globalized society where intercultural interchange and communication are essential for conviviality. To reinforce and try to clarify our general purpose we realize a quantitative research in the Region of Murcia where scrutinize training in intercultural skills of professionals who work with immigrants.
3
Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.
Abstract:
As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
4
Braslauskas, Justinas. "DEVELOPING INTERCULTURAL COMPETENCES AND CREATIVITY: THE FOUNDATION FOR SUCCESSFUL INTERCULTURAL COMMUNICATION." Creativity Studies 14, no. 1 (May 21, 2021): 197–217. http://dx.doi.org/10.3846/cs.2021.14583.
Abstract:
Although various aspects of intercultural communication have been examined in the works of various authors, there is still a lack of more in-depth research to analyse effective intercultural interaction in the context of combining intercultural competences and creativity competences. A number of works on intercultural communication identify only the barriers to effective communication and provide ways to overcome them; they insufficiently focus on the importance of competence development, in particular the role of creativity in ensuring effective intercultural communication. Meanwhile, the role of creativity as a process of generating new ideas and solving problems in intercultural communication is undeniable. There is no doubt that in order to ensure effective intercultural communication, it is necessary to combine intercultural competences with creativity competences. The object of this study is the development of intercultural competencies and creativity competencies in the context of intercultural interaction. The aim of this article is to examine the development of intercultural competencies and creativity as a basis for successful intercultural communication. Through the works of various scholars, the article describes the aspects of intercultural competences and creativity competence development in the context of intercultural interaction, and emphasises the importance of combining these competencies in order to achieve effective intercultural communication. The following methods are applied in the work: analysis and synthesis of scientific literature.
5
Cuevas Álvarez, María Cruz, Marco Pérez Mendoza, and Gerardo Ulises Arias Moguel. "INTERNACIONALIZACIÓN DEL CURRÍCULUM PARA DESARROLLAR LA COMPETENCIA INTERCULTURAL EN ESTUDIANTES DE NEGOCIOS." Investigación & Negocios 14, no. 23 (May 31, 2021): 196. http://dx.doi.org/10.38147/invneg.v14i23.136.
Abstract:
El objetivo del presente trabajo es presentar como a través de la Internacionalización del Currículo se desarrolla la Competencia Intercultural por medio de una plataforma educativa como una opción de capacitación para estudiantes, profesores o interesados en búsqueda de su futura aceptación e inserción en diferentes contextos interculturales, como medio alternativo a la movilidad. Este estudio cualitativo transversal exploratorio se llevó a cabo con 20 informantes. En los hallazgos se muestra cómo los participantes desarrollaron la Competencia Intercultural a través de ejercicios de autorreflexión, de interacciones y de diversas actividades, donde los temas culturales cotidianos y de negocios eran prioritarios; se incluyeron imágenes, videos cortos, audios de personas con diferentes acentos y ejercicios de autorreflexión sobre temas provistos. En otros hallazgos, también se desarrolló: curiosidad, motivación y compromiso para continuar aprendiendo. La Competencia Intercultural deja de ser una habilidad deseable y se convierte en una habilidad necesaria del siglo XXI, así como para todo aquel que busque insertarse en un entorno laboral intercultural y por último, que esta competencia se puede desarrollar a través de un curso virtual.
Palabras clave: Internacionalización, Internacionalización del Currículum, Competencias, Competencia Intercultural, plataforma educativa, estudiantes de negocios
AstractThe objective of this study is to present how Intercultural Competence can be developed through the Internationalization of the Curriculum strategy through an educational platform as a training option for students, faculty, staff or any interested party in their future insertion in different intercultural environments, as an alternative to mobility. This is a cross-sectional exploratory qualitative study was carried out with 20 informants. In the findings, participants show how they developed Intercultural Competence through self-reflection exercises, interactions and other type of activities where culture and business were a priority. Activities included images, short videos, listenings with people with different accents and self-reflection exercises on reviewed topics. In other findings, curiosity, motivation, and engagement to continue learning.Intercultural Competence is no longer a desirable ability but a necessary one in the XXI century, thus for those seeking to be accepted in a working intercultural environment, and also, this competence can be developed through a virtual course.
Key words:Internationalization, Internationalized Curriculum, Competences, Intercultural Competence, educational platform, business students
6
Bećirović, Senad, Belma Delić, and Amna Brdarević-Čeljo. "EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 3 (December 27, 2019): 27–44. http://dx.doi.org/10.29302/jolie.2019.12.3.2.
Abstract:
A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.
7
Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (July 12, 2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.
Abstract:
The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.
8
Leung, Kwok, Soon Ang, and Mei Ling Tan. "Intercultural Competence." Annual Review of Organizational Psychology and Organizational Behavior 1, no. 1 (March 21, 2014): 489–519. http://dx.doi.org/10.1146/annurev-orgpsych-031413-091229.
9
Fabregas Janeiro, Maria G., Ricardo Lopez Fabre, and Jose Pablo Nuno de la Parra. "Building Intercultural Competence Through Intercultural Competency Certification Of Undergraduate Students." Journal of International Education Research (JIER) 10, no. 1 (December 31, 2013): 15–22. http://dx.doi.org/10.19030/jier.v10i1.8345.
Abstract:
The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Automa del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett (1993) and will be assessed by the Intercultural Development Inventory (IDI) v.3 developed by Bennett & Hammer (Hammer, 2009; Hammer, Bennett, & Wiseman, 2003). The main purpose of the Intercultural Competency Certificate is to develop students intercultural competence at least to the acceptance level of the DMIS continuum. To achieve this goal, the students will have to develop of necessary knowledge, skill and attitudes (Deardorff, 2006). This Certificate proposes to develop attitudes, knowledge and skills through certain activities as learning a new language, take international classes, reflect about intercultural differences, interact with people from other cultures, travel abroad and receive coaching by a professional who will guide them through tailor-make experiences according to the initial level of intercultural competence, measured by the IDI v.3 at the beginning of the Certification.
10
McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (March 1, 2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.
Abstract:
Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.
11
Matei, Florentina-Lavinia. "The Intercultural Competence of Military Students in the Context of International Mobility." Land Forces Academy Review 24, no. 2 (June 1, 2019): 115–22. http://dx.doi.org/10.2478/raft-2019-0013.
Abstract:
Abstract This study aims to evaluate intercultural competence for military students before they go on an international mobility stage and after its completion, in order to see if intercultural competence is formed in real intercultural contexts. In the study, we addressed both theoretical and practical aspects of intercultural competence. As an instrument for data collection, an intercultural competency assessment questionnaire was used and, following its application, it was found that the high level of the “knowledge” component of intercultural competence determines a higher level of the other two elements - “attitudes” and “skills”.
12
Deardorff, Darla K. "A 21st Century Imperative: integrating intercultural competence in Tuning." Tuning Journal for Higher Education 3, no. 1 (December 23, 2015): 137. http://dx.doi.org/10.18543/tjhe-3(1)-2015pp137-147.
Abstract:
<p class="Default">Given the increasing demand for interculturally competent graduates and employees, it is incumbent upon the Tuning community to incorporate intercultural competence into Tuning Frameworks. With the growing diversity in the world today, beyond national diversity, intercultural competence cuts across disciplines, subjects, and contexts. This essay highlights the first research-based definition and framework of intercultural competence which can be translated into any subject and context and makes the case for why intercultural competence must be embedded into Tuning Frameworks around the world.</p>
13
Nikiforova, Marina, and Irina Skvortsova. "Intercultural competence and intercultural communication in the context of education for sustainable development." E3S Web of Conferences 296 (2021): 08026. http://dx.doi.org/10.1051/e3sconf/202129608026.
Abstract:
The paper discusses the essence of intercultural competence in the light of transition to education for sustainable development. The authors provide critical review of the concept of intercultural competence and its components. The interrelation of intercultural and linguistic competences in higher education has been reevaluated. Special attention has been given to Intercultural Communication as an academic discipline. The authors stress the importance of developing intercultural competence as an integral part of University education.
14
Mehdaoui, Ahmed. "An Assessment of Undergraduate EFL Students’ Intercultural Competence at Ibn Khaldoun University of Tiaret." Arab World English Journal, no. 1 (January 20, 2023): 144–56. http://dx.doi.org/10.24093/awej/comm1.11.
Abstract:
Today’s education places a strong emphasis on helping students become interculturally competent. Given its significance, the current study aims to evaluate the development of intercultural competence of undergraduate EFL students at the Ibn Khaldoun University of Tiaret. Because there are not many studies assessing or how to assess university EFL students’ intercultural competence in Algeria, it is necessary to research how much intercultural competence is incorporated into the current university English education program. Thus, the main question addressed is whether Algerian undergraduate EFL students have intercultural competence. To address this question, 36 third-year English major students at the Ibn Khaldoun University of Tiaret were randomly chosen to participate in the study. The measurement tool was a questionnaire with inquiries regarding the following three intercultural competence dimensions: attitudes, knowledge and skills. The findings of this study showed that although the participants’ intercultural attitudes and knowledge are high, they lack the intercultural skills that are essential for attentive intercultural speakers to interpret and use appropriate expressions associated with the cultural environment. As a result, this study strongly recommends that it is crucial to incorporate all the elements of intercultural competence in the current English curriculum at Algerian universities.
15
Santana, Ana María, and Blanca Lucia Cely Betancourt. "The importance of intercultural communicative competences in English classes on the context of current migration waves." Paradigmas Socio-Humanísticos 3, no. 1 (July 12, 2021): 61–72. http://dx.doi.org/10.26752/revistaparadigmassh.v3i1.519.
Abstract:
The study of intercultural communicative competences (ICC) in the exercise of teaching a foreign language has turned into a vibrant line of research in recent years. It is relevant to promote ICC in English classes to develop awareness, acceptance and respect among members from other cultures and backgrounds, especially on the context of current migration waves around the world, due to the impact of globalization and internationalization in education. Scholars have been talking about intercultural competences and their importance: why it is worth reflecting on their inclusion of ICC in the EFL classroom and the way they are conceived, as well as their contributions to the human being’s development. This paper focuses on a literature review of the definition of intercultural competencies and the conceptions of some scholars who have hardly worked on them and made contributions for teachers of English. Due to the strong relationship between teaching a foreign language and intercultural communicative competences in the EFL classes, it is relevant to clarify the notion of culture, intercultural competence and intercultural communicative competence; all of these concepts are presented in order to clarify their impact in the classroom.
16
Rajić, Višnja, and Tomislav Rajić. "Assessment of intercultural competence of vocational teachers in Croatia." Andragoška spoznanja 21, no. 4 (December 30, 2015): 37–51. http://dx.doi.org/10.4312/as.21.4.37-51.
Abstract:
Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.
17
Buczak, Mikołaj. "“Interculturele competenties.” Dé competenties van de 21ste eeuw." Neerlandica Wratislaviensia 34 (December 29, 2023): 167–71. http://dx.doi.org/10.19195/0860-0716.34.11.
Abstract:
In today’s globalised world, we should develop intercultural competence in order to be able to communicate with culturally different partners without obstacles and in a spirit of openness and respect (Council of Europe). For decades, intercultural competence has been present in scientific research in the field of business or foreign language teaching. However, there is a relatively low number of publications intended for the public. The book Interculturele competenties (Noordhoff 2022) by Patrick T.H.M. Janssen fills this gap. Its main goal is to discuss in an accessible way the most important findings concerning intercultural competence and intercultural communication.
18
Bodrič, Radmila. "INTERCULTURAL COMPETENCE IN SECONDARY-SCHOOL EFL STUDENTS IN SERBIA." Folia linguistica et litteraria XII, no. 34 (April 2021): 311–28. http://dx.doi.org/10.31902/10.31902/fll.34.2021.17.
Abstract:
Language competence alone is not sufficient for successful intercultural encounters and communication in diverse cultural contexts. These also require intercultural communicative competence, which represents a synergy of positive intercultural attitudes, knowledge and skills. Developing intercultural competences is a lifelong process and its intensity and dynamics are subject to constant change, as is the case with cultures themselves. The aim of contemporary intercultural education is to build an intercultural identity, namely a person’s critical intercultural awareness, sensitivity and intercultural resourcefulness. Intercultural education is based on the fundamental tenets of human dignity and equality, the capacity to comprehend, accept and to respect cultural differences. The aim of this paper is to determine whether (and to what extent) secondary-school EFL students in Serbia possess intercultural competences and sensitivity, as well as whether there are significant differences in intercultural competences depending on gender and the length of learning English. A quantitative study has been carried out with the use of a questionnaire as a research instrument. The results of the study have shown that the students possess developed intercultural competences, sensitivity and awareness of the fact that accepting cultural differences is a prerequisite for establishing successful intercultural links. Research of this type is significant because the students’ intercultural perspective is an important factor in determining the direction taken by their lives, work and further specialisation in a multicultural society.
19
Castellano Pérez, José Luis. "Competencias interculturales en Servicios de Orientación para el desarrollo de la carrera." REOP - Revista Española de Orientación y Psicopedagogía 16, no. 1 (January 28, 2014): 13. http://dx.doi.org/10.5944/reop.vol.16.num.1.2005.11360.
Abstract:
RESUMENSe presenta un modelo de análisis de competencias interculturales en el área de conocimiento de la orientación adaptado a los servicios de orientación en universidades a distancia europeas. Tanto servicios como profesionales trabajando en ellos son foco del análisis. En primer lugar, se procede a un acercamiento al concepto de competencia. En segundo lugar, se comenta lo que desde el contexto norteamericano se ha hecho en orientación para el desarrollo de la carrera y se comenta el estado actualde la investigación en orientación intercultural. A continuación se presenta un modelo de competencias interculturales, explicamos su necesidad y comentamos brevemente los resultados de la investigación en torno a este tópico en Europa.ABSTRACTIt is presented a model of intercultural competencies analysis within the general knowledge area o fcounselling focused on counselling services at European distance universities. Services as well as practitioners working in them are themes of the analysis. First of all, it is presented a competence concept. On the other hand, it is commented what from the North American context has build up in career counselling. Third, it is offered an insight of the research situation in intercultural counselling. Finally, it is presented an intercultural model of competencies and it is briefly explained and commented last results of the research on this topic.
20
Diaz, John, Colby Silvert, Cody Gusto, K. S. U. Jayaratne, and Lendel Narine. "Towards intercultural competence: Using consensus to identify essential personality traits for an inclusive extension education workforce." Advancements in Agricultural Development 2, no. 3 (October 29, 2021): 83–95. http://dx.doi.org/10.37433/aad.v2i3.135.
Abstract:
The rapid diversification of workforces and client stakeholder groups has prompted a growing emphasis on diversity, equity, and inclusion as a critical component of professional development across industry sectors. While the proliferation of intercultural competence training models has increased awareness among employers and workforces, the competencies advocated in these models may not always be relevant to an organization or institution’s operational context. This study addresses the need for contextually grounded intercultural competency models targeted to extension education contexts. Using a three-phased Delphi approach, data were gathered from a panel of 36 intercultural competency experts. The panel identified nine personal traits thought to be critical for the recruitment and development of culturally competent extension educators. The authors explain how these results may be used to recruit extension educators with traits conducive to engagement with a broad audience of stakeholders using culturally sensitive and responsive techniques. Given the distinct processes by which different components of intercultural competence are developed, we recommend specific measures and techniques administrators can utilize to recruit and develop extension educators who possess the agreed-upon intercultural personality traits.
21
Zheng, Min. "Intercultural Competence in Intercultural Business Communication." Open Journal of Social Sciences 03, no. 03 (2015): 197–200. http://dx.doi.org/10.4236/jss.2015.33029.
22
Stier, Jonas. "Internationalisation, intercultural communication and intercultural competence." Journal of Intercultural Communication 6, no. 1 (March 15, 2006): 1–06. http://dx.doi.org/10.36923/jicc.v6i1.422.
Abstract:
This article assumes that the internationalization of higher education demands more elaborate pedagogical approaches to utilise the experiences of multiethnic student groups and to facilitate every student’s acquisition of intercultural competencies. Drawing from three internationalisation ideologies embedded in the educational discourse, it is argued that intercultural communication – as a field of study or a discipline – can play a key role in this endeavour. Twelve fields of consideration, when international educators work with students, are also identified.
23
Biletska, Oksana, Valerii Lastovskyi, and Kostyantyn Semchynskyy. "Intercultural communication competence." Linguistics and Culture Review 5, S4 (November 23, 2021): 1664–75. http://dx.doi.org/10.21744/lingcure.v5ns4.1874.
Abstract:
The study outlines the role of intercultural communication as a crucial component of diplomats and international professionals’ training, which increases the effectiveness of interaction with representatives of different cultures in performing professional duties. Conditions of civilizational development, achievements of science, innovative technologies, requirements of public life, the priority of foreign policy activity have led to the deepening of people's and cultures’ interaction. Because of such interaction of both individuals and cultures, diplomatic relations between different states have gained a special status. The diplomatic relations are based on intercultural communication as a tool of international cooperation aimed at promoting foreign policy interests of different states, as well as ensuring international cooperation and developing long-term formal and informal ties between government institutions, international actors, diplomatic missions, and political leaders. All these cause the intensification of intercultural communication processes that become systemic. With the research methods being study, analysis, and generalization, the study was aimed at revealing the concept of intercultural communication competence as the diplomats and international affairs specialists’ ability to choose and implement a speech act depending on the goals and content of professional speech through language, as well as mastery of communication strategies and tactics.
24
Lutai, Natalia, Tetiana Besarab, and Kate Mastruserio. "TEACHING INTERCULTURAL COMPETENCE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 202–5. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-202-205.
Abstract:
The article еnlightens some problems in the field of teaching culture withinthe frames of foreign language studies curricula. It is also stated that in accordance with the standards of basic foreign language competences this aspect is still neglected to some extent in the classroom. The article provides a concept of intercultural communicative competence though some researchers find it too vague. In addition, some discrepancies between the new approach to teaching culture and traditional methods, beliefs and discourses related to teaching culture have been analyzed and discussed. The authors have carried out a critical analysis of results of numerous studies of the cultural component of in the field of culture teaching so as to reveal their drawbacks and advantages and to propose possible ways of solving this issue. As some researchers claim in order to develop intercultural competence amidst students of foreign languages departments teachers are to broaden their knowledge of language and culture interaction to avoid stereotyped approaches. Because of new tendencies in teaching culture not only besides philological or literatural issues, they have to deal with such disciplines as semiotics, anthropology, history, sociology and other sciences in the process of discussing culture to master their skills and respond to new challenges.
25
Holliday, Adrian. "Revisiting Intercultural Competence." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 1–14. http://dx.doi.org/10.4018/ijbide.2016070101.
Abstract:
This paper argues that intercultural competence is not something that needs to be acquired anew but that needs to be recovered from our past experience of small culture formation developed during the process of socialization from birth. This small culture formation is on the go because it is a constant activity in response to everyday engagement with other people. It is activated by drawing threads of experience that can connect with the experiences of others. During cultural travel such threads can be pulled both from home to abroad and back again. This is however not a straightforward process because operating in the other directions are blocks that are created by Self and Other politics and essentialist discourses of culture that can enter into the process at any point, also fueled by our everyday understanding of the world and the global position and politics inherited from national structures. Any process of intercultural competence training needs to help intercultural travelers to recover existing threads and avoid blocks by means of ethnographic disciplines.
26
Deardorff, Darla K. "Assessing intercultural competence." New Directions for Institutional Research 2011, no. 149 (March 2011): 65–79. http://dx.doi.org/10.1002/ir.381.
27
KUTATELADZE, Maia. "Intercultural Communicative Competence." Journal in Humanities 8, no. 1 (March 4, 2020): 49–55. http://dx.doi.org/10.31578/hum.v8i1.389.
Abstract:
Communication worldwide implies communication with other cultures, provision of certain customs and knowledge of peculiarities and norms of local culture that is the foundation of successful relation. Communication for business purposes needs more caution, so being competent for intercultural communication for business purposes is not easy. A lot of scientists tried to figure out main components of international communication competence (ICC). Understanding of the components will enable people in business and in general to sound decent, passable and adequate and be understood sufficiently. The article discusses development of concept of ICC and provides the latest approaches towards the issue.Keywords: Communication, competence, intercultural
28
Aidarkhanova, K. N., N. S. Tuyakbayeva, and S. B. Beisembayeva. "The Main Criteria of Intercultural Competence of University Teachers in the Conditions of Internationalization." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (March 30, 2024): 322–34. http://dx.doi.org/10.47526/2024-1/2664-0686.26.
Abstract:
This article presents some results of the research within the framework of the project on the topic “Intercultural competence of a university teacher and its impact on improving the competitiveness of higher education in Kazakhstan”. In the context of the internationalization of higher education, the teaching staff of the university is faced with the task of teaching students of various nationalities. A modern university teacher should have not only the skills and competencies of a narrow specialist, but also the ability to communicate in an intercultural educational environment, as well as be able to resolve situations that arise in an intercultural teaching and student environment. In this regard, there is a need for teachers to develop new competencies that ensure the free adaptation of a teacher in a foreign language, foreign cultural environment and the ability to make adequate decisions in an intercultural educational environment. Such competencies are designated in the theory of pedagogy as intercultural competencies. The authors of the article analyzed approaches to determining the intercultural competence of a university teacher, and also identified the main components of the intercultural competence of a teacher. As a result of the analysis of theoretical provisions, the main criteria of intercultural competence and requirements for the training of teaching staff for the university education system are highlighted. Based on the study of modern approaches to the training of teachers of higher educational institutions, the main directions for the introduction of intercultural competence in the training of teachers in Kazakhstani universities have been identified.
29
Mitchell, Lize-Mari. "Intercultural Competence: Higher Education Internationalisation at the Crossroads of Neoliberal, Cultural and Religious Social Imaginaries." Religions 14, no. 6 (June 19, 2023): 801. http://dx.doi.org/10.3390/rel14060801.
Abstract:
As the world is becoming more globalised, intercultural competence development within higher education is at a crossroads between the competing aims of neoliberal and cultural social imaginaries. On the one end, the global market demands graduates that are interculturally competent. Higher education is attempting to meet this demand with internationalisation endeavours, specifically virtual exchange programmes. There exists a widely held assumption that these programmes will lead to intercultural competence development. However, this article questions this assumption due to the neoliberal hegemony within which higher education functions, which emphasises market rationales. This is placed in contrast to intercultural competence development within a humanistic educational setting, which emphasises cultural pluralism. A strong link is drawn between the importance of intercultural competence and the ability of graduates to navigate diverse cultural social imaginaries. This paper argues that the neoliberal social imaginary poses a risk of trivialising the humanistic meaning of intercultural competence development in higher education to mere neoliberal cosmopolitan capital for the human consumer.
30
Balakrishnan, Kavitha, Ajitha Angusamy, and Madhubala Bava Harji. "Relationship between Predictors of Intercultural Communication Competence and Multicultural Identity." Jurnal Komunikasi: Malaysian Journal of Communication 39, no. 3 (September 30, 2023): 22–40. http://dx.doi.org/10.17576/jkmjc-2023-3903-02.
Abstract:
Multiculturalism has always been an integral part and aspect of Malaysian culture, with its ethnic complexities. Multicultural identity is a significant predictive factor in assessing intercultural communication competence. Cultural competencies are essential in today’s businesses. This research is a systematic attempt to look into the antecedents of these constructs in Malaysian educational contexts given the growing importance of educators’ involvement in society's integration. Multicultural factors complement Intercultural communication skills, and this has an impact on the development and effectiveness of organisations/institutions as well as success and performance at work. These attributes are surprisingly underrated in their careers. The role of multicultural identity in determining intercultural communication competency is addressed using Amiot et al. (2007) and Barrett et al. (2013) indicators, respectively, using the structural equation modelling. Therefore, 350 respondents were chosen via the purposeful sampling method by employing a self-administered survey. The findings asserted the importance of cultural competency of educators, especially in settings where both students and faculty members come from different cultural backgrounds. The results supported the hypothesis that the endogenous construct of intercultural communication competence can be used to predict multicultural identity. Any multiracial organisation or institution can replicate the factors and instruments used in this study. By identifying the predicted factors, the research has significantly contributed to controlling and optimising the communication performance of ethnically diverse organisations. Keywords: Multiculturalism, identity, intercultural communication competence, ethnicity, integration.
31
Kholod, Iryna, Tetiana Krasheninnikova, and Olha Nehodchenko. "METHODS OF FORMING INTERCULTURAL COMPETENCE IN THE EDUCATIONAL ENVIRONMENT." Scientific journal of Khortytsia National Academy, no. 2023-8 (May 25, 2023): 31–38. http://dx.doi.org/10.51706/2707-3076-2023-8-15.
Abstract:
The article is devoted to the development of intercultural competence as one of the main competencies of students’ language training in higher education. The authors defined the concept of intercultural competence. The authors consider the theoretical foundations of intercultural competence in the educational environment, which are outlined in the basic document in the field of language education «Common European Framework of Reference for Languages: Learning, Teaching, Assessment». M. Byram’s model of intercultural competence development and its components (knowledge, skills, attitudes, and education) are considered in the article. The analysis of scientific-methodical and pedagogical literature on the formation of intercultural competence is outlined; the survey among students at Dnipro Humanitarian University was made, as well as statistical analysis and generalizing of the obtained results for the future didactic approaches for the development of intercultural competence in a higher education institution. The article presents the results of the survey among students at Dnipro Humanitarian University regarding the educational conditions for intercultural competence development at the university. To identify effective methods of intercultural competence development, as well as to determine methods of developing intercultural competence within the framework of teaching the disciplines «English for Specific Purposes», «Business English» and extracurricular work with students, a survey of students was conducted. Based on the analysis of the results of the survey, students consider intercultural competence development to be the priority in the educational environment proposed. Universities should contribute to students’ intercultural competence development by offering various student mobility programs, and opening opportunities for student exchanges. Such programs and activities help students to understand the differences between cultures and establish effective interaction with colleagues from different countries.
32
Idris, Mas Muhammad. "The Proposed Elements of Intercultural Communicative Competence (ICC) For Indonesian EFL English Teachers." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 1 (January 4, 2021): 65–72. http://dx.doi.org/10.21460/saga.2020.21.43.
Abstract:
The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.
33
Mirzaakhmedova, Makhliyo. ""FORMATION OF INTERCULTURAL COMPETENCE OF A LAWYER IN TEACHING A FOREIGN LANGUAGE (IN AN EXAMPLE OF TSUL)"." Jurisprudence 2, no. 3 (July 19, 2022): 176–84. http://dx.doi.org/10.51788/tsul.jurisprudence.2.3./ankt8803.
Abstract:
The paper examines intercultural competence of a future lawyer and its importance in teaching a foreign language. Indeed, the ability of a lawyer to productive intercultural interaction in the professional sphere, based on the possession of multicultural knowledge, skills, and abilities of communicative, sociocultural, and professional content; communication strategies of a lawyer; and professionally significant qualities of a lawyer’s personality, is understood as intercultural competence of a lawyer. This competency has four interconnected components: communicative, sociocultural, professional-profile, and personal-psychological. The goal of the paper is to define intercultural competence of future lawyers, particularly those who are studying at Tashkent State University of Law. For this purpose, the author stresses on the views and definitions of various scholars and based on them the main components of the intercultural competence of a lawyer are explained. The methods employed in the study are descriptive, contextual, comparative and conceptual analysis. All in all, this paper could be of importance in the formation of intercultural competence of law students.
34
Rebukha, L. Z., and Nicolae Rambu. "THE IMPORTANCE OF TRAINING TECHNOLOGIES IN THE FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE SOCIO-HUMANITARIAN PROFESSIONS." Медична освіта, no. 2 (June 3, 2020): 122–26. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11013.
Abstract:
The problem of formation of intercultural competence in future specialists of socio-humanitarian sphere in higher education institutions is actualized in the article. The review of modern scientific approaches to the definition of the term “intercultural competence” is made. Intercultural competence is attributed to the group of leading competences of both the personality and professional competences of the future specialist of socio-humanitarian professions. The content of intercultural competence with personal, informational and activity components is presented; its structural components including general cultural and cultural-specific knowledge, professionally-oriented skills and abilities, intercultural psychological perception, personal reflection and ways of subjective interaction have been identified and characterized. The levels and stages of personal growth of students towards the formation of a multicultural personality are revealed. The intercultural competence of the future specialist is presented as an integrative quality, which ensures his/her readiness for professional activity in the conditions of ethno-cultural diversity of the modern society.
The importance of using cultural-directed socio-psychological training for the formation of intercultural competence in groups of students of other cultures, which consistently produces motivation and knowledge and enables their practical application in the students group in interaction with representatives of other cultures; contributes to the resolution of conflicts arising from ethnic diversity; generates positive-personal reflective processes to gain experience of professional interaction with representatives of other cultures; projects his/her own experience in the following situations of future professional activity, are described in the article.
The criteria of forming (motivational, cognitive, activity, reflexive) professional intercultural competence of specialists in the process of using training technologies are described.
35
Matei, Florentina-Lavinia. "Intercultural Competence – a key competence for higher education." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 164–71. http://dx.doi.org/10.2478/jesm-2022-0024.
Abstract:
Abstract Intercultural competence is an increasingly debated subject, at least in foreign specialized literature, not in the national one, especially in the context of university education where most exchanges of experience take place between universities from various European countries and not only. The purpose of this article is to identify and clarify from a theoretical point of view the concept of intercultural competence and the importance of its formation at the level of university education. The article analyzes aspects and opinions regarding the term intercultural competence and the components that make up this competence. It also presents some of the development models of competence, which have the role of strengthening the characteristics of intercultural competence. The theoretical aspects analyzed regarding intercultural competence demonstrate the importance of this competence and the necessity of its training at the university level, which should arouse the interest of actors in the university system towards a thorough training of intercultural competence for their students and giving it special importance.
36
Hantsiuk, Tetiana, Khrystyna Vintoniv, Nataliia Opar, and Bohdan Hryvnak. "Developing Intercultural Competence Through Design Thinking." European Integration Studies 1, no. 15 (September 16, 2021): 9–21. http://dx.doi.org/10.5755/j01.eis.1.15.28930.
Abstract:
Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.
37
Nesterova, Marja, Agostino Portera, and Marta Milani. "DIVERSITY AND INTERCULTURAL COMPETENCE FOR SUSTAINABLE COMMUNITY DEVELOPMENT." Baltic Journal of Economic Studies 8, no. 5 (December 30, 2022): 127–38. http://dx.doi.org/10.30525/2256-0742/2022-8-5-127-138.
Abstract:
The relevance of the research topic is that modern societies are diverse and face several challenges that appear to threaten sustainable community development. Many of them are related to diversity and intercultural communication issues. The purpose of the article is to determine the main aspects and practical applications of diversity and intercultural competence in the focus of community sustainable development. The objectives are to look through recent publications dedicated to the various aspects of intercultural competence and diversity competence; to analyze and summarize the models of intercultural communication and competence described in recent publications, as well as diversity competences; to formulate the basic principles of diversity management for sustainable development of educational and business communities. Study results. The article outlines the main features of different models of intercultural and diversity competence. The main approaches to intercultural and diversity competence in the educational and business spheres are investigated. A set of key values and key diversity competencies is presented. Part of the study of social cohesion was the change in the parameters of intercultural and diversity competence in a crisis society. Methodology of the research. The theoretical foundations of diversity management are based on a comparative analysis of recent publications on this issue and the results of modern social practice of organizations in the field of diversity management. The methodological and practical foundations of the above research are based on the previous intercultural and social cohesion studies at the National Pedagogical Dragomanov University (now Ukrainian State Dragomanov University). The Social Cohesion Radar Model has been adopted for practical research in the educational community. This made it possible to present some indicators of social cohesion – "acceptance of diversity" and "trust" as key factors for successful communication, social relations, and, consequently, community development. This model provides an understanding of "acceptance of diversity" and "trust" as key components of social cohesion and monitoring their status in different situations of social challenges, including the challenges of the war in Ukraine and the pandemic. A working analogy of the Diversity Radar model for monitoring and assessing diversity intelligence in a community is presented. Practical significance of the research. The study identified the level of acceptance of multicultural diversity in the community and outlined weaknesses for further strengthening with appropriate social and educational tools. The article collects and analyzes various diversity competencies and practical steps to develop diverse and sustainable communities, especially educational ones.
38
Inkaew, Manachai. "The Relationship between Hotel Employees’ Backgrounds and Intercultural Communicative Competence Level: A Case Study of Hotel Front Office Personnel in Bangkok." rEFLections 23 (June 30, 2017): 51–70. http://dx.doi.org/10.61508/refl.v23i0.210271.
Abstract:
This study examined the relationship between the educational and work experience backgrounds of frontline hotel workers in Bangkok and their level of intercultural communicative competence (ICC). The intercultural competence framework from Barrett et al. (2013), which included an exploration of the ICC domains — attitudes, knowledge and understanding, skills and actions — all essential areas for interculturally competent speakers, was adopted as a guideline in the study. Added to the ICC domains, Byram’s (1997) framework is an objective-based ICC approach to be operationalized as a guideline for the design of the ICC self-perception questionnaire. The participants for this study included 219 hotel front office employees randomly selected from three- and four-star hotels in Bangkok. The results of the study revealed that there was no relationship between participants’ backgrounds and their intercultural competency level. The outcomes may provide useful guidelines for hotel human resources management to inform the future content of intercultural communication training courses. Also, the findings can be valuable for educational institutions to help enhance the ICC development of their graduates. Finally, the outcomes are an informational base for future research.
39
Gražulis, Vladimiras, and Elzbieta Markuckiene. "Current Issues of the Development of Employee Intercultural Competency in Work Environment (analysis of the experience of Lithuanian Organizations)." Kwartalnik Ekonomistów i Menedżerów 33, no. 3 (December 1, 2014): 53–65. http://dx.doi.org/10.5604/01.3001.0009.3129.
Abstract:
During the past decade the interest of scientists in multiculturalism has increased significantly, as the need for the development of intercultural competency has become more explicitly manifested in the work environment of organizations. In Lithuania the analysis of intercultural competency is still quite a new research area and is conducted intermittently, i.e. only certain aspects related to intercultural competency are analysed. This article analyses various scientific approaches to the phenomenon of interculturalism and tendencies of its manifestation in the organizational environment. The authors present an empirical research which involved nearly half a thousand respondents (N=464) from the capital public institutions and small municipalities of Lithuania employees who work primarily in the public sector. The survey questionnaire allows to assess skills of intercultural competency, the geography and frequency of intercultural communication, dimensions of competencies of employees in Lithuanian organizations, etc. and to establish the problems characteristic of the competency development. Based on the obtained data the authors of the article establish the problems characteristic of the development of intercultural competence in Lithuanian organizations and provide an overview of future perspectives.
40
Kurosh, Shabnam, and Davud Kuhi. "The Role of Intercultural Communication Competence in Iranian EFL Learners' Demotivation: An Examination of the Predicting Causes." Theory and Practice in Language Studies 8, no. 9 (September 1, 2018): 1230. http://dx.doi.org/10.17507/tpls.0809.18.
Abstract:
Preparing effective language learners who are ready to engage with speakers from different linguistic and cultural backgrounds and to become internationally competent is a significant and challenging task. It is expected that language teaching programs need to provide the opportunity for learners to develop intercultural competency and learner beliefs through raising awareness about intercultural differences. Therefore, the instructional experience is prerequisite in preparing learners to become aware and supporter of the cross-cultural issues that can either facilitate or hinder learners’ achievement. This study intends to explore the relationship between intercultural competence of the learners and their experienced degree of demotivation as expressed by them at the university level. Intercultural competence was operationalized as a multidimensional notion comprising the communication effectiveness, adaptation, social integration, knowledge of the target culture, and language competence. Findings of regression analysis highlighted that only the social integration and adaptation components could predict the degree of demotivation. Additionally, the correlation results revealed a strong relationship between the language competence and communication effectiveness components of intercultural competence. According to the obtained findings, the possible clarifications for the contribution of intercultural competence components to the demotivation of learners were elaborated.
41
Pharaoh, Linda, and Jiajun Li. "Strategies to Develop Intercultural Competence of Students in a Multicultural Set Up." Journal of Learning and Development Studies 2, no. 3 (October 13, 2022): 14–22. http://dx.doi.org/10.32996/jlds.2022.2.3.3.
Abstract:
In a society that is becoming more and more globalized, and internationalization has become the new norm, intercultural competence (IC) has been proven to be a valuable skill since people are expected to behave responsibly and productively in cross-cultural interactions. The paper reviews educational intervention studies to demonstrate methods for increasing intercultural competency as well as their efficiency in a multicultural university setup. The idea of intercultural competence will be emphasized, along with the values, attitudes, skills, knowledge, and understanding that collectively make up this ability. Following this, a variety of strategies that universities can employ, such as initiatives to foster students' intercultural competence, will be examined.
42
Aliksiichuk, Olena, Tetiana Borysova, Olena Priadko, Mariia Kuziv, Zhanna Kartashova, and Svitlana Chaban-Chaika. "Formation of intercultural competence of future music teachers." Multidisciplinary Science Journal 6 (January 21, 2024): 2024ss0211. http://dx.doi.org/10.31893/multiscience.2024ss0211.
Abstract:
The international standards of higher education establish a wide range of competencies for graduates from artistic pedagogical institutions. Art education, as defined in normative concepts, aims to cultivate in future teachers personal and value-based attitudes toward reality and art, fostering their abilities for self-fulfillment, spiritual self-improvement, and intercultural competence. Intercultural competence, described in contemporary scientific literature from various perspectives, is depicted as a dynamic and integrated quality within an individual. It encompasses a meaningful worldview, communication practices, and productive conduct within a multicultural society. The purpose of this academic paper is to identify the factors and characteristics involved in shaping the intercultural components of competence among future music teachers. Through the research findings, the most significant theoretical aspects concerning the development of intercultural competence among future art teachers have been delineated. The components of intercultural skills have been systematically organized, and trends in the advancement of these skills within the educational milieu have been outlined. Drawing upon an analysis of effective curriculum content, this academic paper outlines the key types of skills necessary for education seekers. These skills play a pivotal role in guiding educational activities within artistic pedagogical institutions, fostering intercultural competencies, and nurturing the socio-cultural competence of aspiring music teachers.
43
Dorobanțu, Dina-Roxana. "Conceptual-Methodological Aspects in the Formation of Intercultural Competence of the Students from the Gymnasium Classes." Intertext, no. 1(59) (July 2022): 168–75. http://dx.doi.org/10.54481/intertext.2022.1.19.
Abstract:
This article summarizes the conceptual-methodological aspects that are the basis for the formation of intercultural competence for secondary school students. The curricular approach to intercultural education is a relatively new field for Romania. More specifically, from the 2017-2018 school year it is studied in secondary classes, in this case in the sixth grade, one hour a week in the common trunk. In 2016, the new framework curricula for the secondary were adopted, approved by the order of the Minister of National Education and Scientific Research no. 3590 / 05.04.2016. These are applied from the 2017-2018 school year to the 5th and 6th grades, starting with the 2019-2020 school year to the 7th grade, and from the 2020-2021 school year to the 8th grade. The purpose of school education is based on the acquisition of key competencies by students and the formation of the profile of the graduate, able to integrate socially and professionally. One of the eight key competences contained in the 2006 Council of Europe Recommendation is the intercultural competence. In essence, intercultural competence is formed within several disciplines of study, but not only at the level of intercultural education. Thus, we claim that it is "polished" in an organized and systematic way through formal or non-formal activities by teachers. A series of teaching methods are the basis for the formation of intercultural competence in secondary school students are mentioned here. These have been successfully applied by the author in the classroom.
44
DOROBANTU-DINA, Roxana. "Conceptual-methodological aspects in the formation of intercultural competence to pupils in secondary classes." Acta et commentationes: Științe ale Educației 28, no. 2 (August 2022): 144–52. http://dx.doi.org/10.36120/2587-3636.v28i2.144-152.
Abstract:
This article summarizes the conceptual-methodological aspects that are the basis for the formation of intercultural competence for secondary school students. The curricular approach to intercultural education is a relatively new field for Romania. More specifically, from the 2017-2018 school year it is studied in secondary classes, in this case in the sixth grade, one hour a week in the common trunk. In 2016, the new framework curricula for the secondary were adopted, approved by the order of the Minister of National Education and Scientific Research no. 3590 / 05.04.2016. These are applied from the 2017-2018 school year to the 5th and 6th grades, starting with the 2019-2020 school year to the 7th grade, and from the 2020-2021 school year to the 8th grade. The purpose of school education is based on the acquisition of key competencies by students and the formation of the profile of the graduate, able to integrate socially and professionally. One of the eight key competences contained in the 2006 Council of Europe Recommendation is the intercultural competence. In essence, intercultural competence is formed within several disciplines of study, but not only at the level of intercultural education. Thus, we claim that it is "polished" in an organized and systematic way through formal and non-formal activities by teachers. A series of teaching methods are the basis for the formation of intercultural competence in secondary school students are mentioned here. These have been successfully applied by the author in the classroom.
45
Ургамал, Р., and Ц. Сэрээтэн. "Гадаад хэлний хичээлээр оюутны соёл хоорондын чадамжийг үнэлж, хөгжүүлэх боломж." European Studies 6, no. 22 (June 10, 2022): 85–96. http://dx.doi.org/10.22353/es.v6i22.1873.
Abstract:
In the modern world driven by technological advances, digital information networks, and globalization of many sectors of the economy, intercultural competence is needed to interact with people from different cultures, work in international teams, work abroad, live, study, and implement projects. In this study, we explored how to assess the intercultural competencies of foreign language teachers and researched the content and methodology that condition these competencies. We also describe how we assessed intercultural competencies among students before and after Russian language reading classes through the methods that we developed. Further, the article presents research findings related to the changes in intercultural competence and the content and methodology of the training handbooks.
46
Khukhlaev, O. E., V. V. Gritsenko, S. B. Dagbaeva, V. V. Konstantinov, T. V. Kornienko, E. V. Kulesh, and T. T. Tudupova. "Intercultural Competence and Effectiveness of Intercultural Communication." Experimental Psychology (Russia) 15, no. 1 (2022): 88–102. http://dx.doi.org/10.17759/exppsy.2022150106.
Abstract:
The article aims to present the results of the study of intercultural competence as a predictor of effective intercultural interaction. The mechanism by which this effect is achieved is currently poorly understood. The study involved students from Russian universities (N=748) aged 18 to 25 years (M=20.09, SD= 1.73). 85% of the sample were women. The following methods were used: “Integrative questionnaire of intercultural competence”, the Scale of intergroup anxiety U.The scales of Attributive confidence and perceived predictability and Self-assessment of the effectiveness of cross-cultural communication was from the studies of W. Gudykanst, Scale of evaluation of the desire to interact with a partner of other cultures. All scales were modified for the study and showed good reliability. The theoretical model was tested using path analysis. The effects of all components of the integrative model of intercultural competence on the desire to interact with a partner in intercultural communication and self-assessment of its effectiveness were found, except for the “lack of ethnocentrism”sub-scale. It is also shown that the effects of cross-cultural interest and cross-cultural stability on the perceived effectiveness of communication with a foreign cultural partner and the desire to interact with them are mediated by intergroup anxiety and perceived predictability of cross-cultural communication.
47
Piwowarczyk, Anna J. "Oczekiwania pracodawców a kształcenie kompetencji międzykulturowych przyszłych ekonomistów i menedżerów." Kwartalnik Ekonomistów i Menedżerów 37, no. 3 (July 1, 2015): 111–0. http://dx.doi.org/10.5604/01.3001.0009.4652.
Abstract:
The article aims to insight intercultural competence training of economic universities students. The main thesis of the paper is to emphasize training of these competencies at universities what influences higher education effectiveness and suits educational offer to labor market requirements. This constitutes the main source of competitive advantage of a given university graduates in a multicultural business environment thus their employment agencies. The essence of competence of intercultural communication and tools to develop it during a formal education process at university as well as free time. Keywords: intercultural communication competence, higher education, competence management, employers’ expectations.
48
Lalić, Ana. "Elementi della competenza comunicativa interculturale / Elements of Intercultural Communicative Competence." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 24 (November 10, 2021): 212–36. http://dx.doi.org/10.46352/23036990.2021.212.
Abstract:
In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.
49
EL Hadri, Oumeima. "Development of Moroccan University Students’ Intercultural Competence -Department of English Studies." International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 37–59. http://dx.doi.org/10.36892/ijlls.v4i2.862.
Abstract:
This article attempts to analyze the development of intercultural communicative competence in Moroccan universities to identify whether the pedagogy administered by teachers and educators caters to the intercultural competence goals and teaching objectives and whether students manage to develop their competencies over their undergraduate program. The researcher conducts questionnaires with 875 university students from three different English departments in three different universities and 40 observation classes. Besides, investigations are implemented on the curriculum content, the materials, and the teaching strategies involved in developing intercultural competence. Findings generated from data demonstrate that most Moroccan university students partly develop their intercultural competence from S2 to S6 on particular intercultural components, including attitudes, skills, and values. Conclusions attest that more efforts are to be considered by policymakers and educators to rethink the factors halting this development and design more advanced strategies and syllabi that contribute to the improvement of all intercultural components central to adequate and appropriate foreign communications.
50
Wong, E. David. "Beyond “It was Great”? Not so Fast!" Frontiers: The Interdisciplinary Journal of Study Abroad 26, no. 1 (November 11, 2015): 121–35. http://dx.doi.org/10.36366/frontiers.v26i1.362.
Abstract:
This article is a response to “Beyond It Was Great” argument that dominates much of the recent study abroad research literature. This argument is based on assertions: growth in students’ intercultural competence is disappointing, and students’ intercultural competence is best developed when experts intervene and students engage in deliberate reflection. I point to results from large study abroad studies to raise questions about assertions that student growth is “disappointing” and that the interventionist approach is the best approach to developing students’ intercultural competence. I question the term “intervention” and the assumptions it carries about students becoming more interculturally competent. I describe two alternatives to the interventionist approach that have a distinctly different view of how intercultural competence develops and the respective roles of the teacher and students. I conclude that diversity of assessments and instructional approaches is critical for the future of research and practice in the relatively young field of study abroad.