Journal articles on the topic 'Intercultural INSET'
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1
León-Manzanero, Ana, and José Hernández Ortega. "DE ESTUDIANTES DE ESPAÑOL A HABLANTES INTERCULTURALES MEDIANTE EL APRENDIZAJE BASADO EN PROYECTOS. BECOMING AN INTERCULTURAL SPEAKER IN SPANISH BY MEANS OF PROJECT BASED LEARNING." Culture Crossroads 15 (November 9, 2022): 12–25. http://dx.doi.org/10.55877/cc.vol15.192.
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Taking as a starting point the dimension of Spanish as a foreign language learners as intercultural speakers [Instituto Cervantes 2006], we will insert this concept into the general framework for foreign language teaching [Byram and Zarate 1997; Byram 2009] and present project-based learning as an effective methodological approach for learners to become mediators between their own culture and the target culture. A proper implementation of PBL in SFL classes (as well as in those where subjects are taught by using SFL as a lingua franca) will generate real communicative needs that will allow students to acquire and consolidate knowledge in a motivating and significant context. In the last part of the article we will illustrate the project- based learning theory by providing recent examples of its implementation which have contributed to train SFL students to become intercultural speakers.
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Cunningham, Kiran. "Putting the Anthropological Toolkit to Use in International and Intercultural Learning." Practicing Anthropology 32, no. 3 (June 26, 2010): 23–26. http://dx.doi.org/10.17730/praa.32.3.7kl5456521836232.
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In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.
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Sadowska-Dobrowolska, Katarzyna. "The image of the fly in Polish, French and English phraseology. A comparative analysis." Etnolingwistyka. Problemy Języka i Kultury 33 (October 12, 2021): 169. http://dx.doi.org/10.17951/et.2021.33.169.
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The article concerns the image of the fly in Polish, French, and English phraseology. Connections between language and culture are discussed, with comparative semantic analyses as an important element of intercultural dialogue. Such analyses also benefit translation studies and language teaching. It is considered what properties of the fly are important for a given linguistic community, how the insect is viewed axiologically, and what experience of the insect has been preserved in the language’s phraseology. In the analysis, parallel phraseological units in all three languages are identified, with an account of the connections motivated by the physical properties of flies, their behaviour and axiology in relation to humans. In each language, different features of the fly are preserved so that the overall images of the insect are different. The frequency of the units with the nominal ‘fly’ in these languages also varies.
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Robles-Piñeros, Jairo, Geilsa Costa Santos Baptista, and Eraldo Medeiros Costa-Neto. "USO DE DESENHOS COMO FERRAMENTA PARA INVESTIGAÇÃO DAS CONCEPÇÕES DE ESTUDANTES AGRICULTORES SOBRE A RELAÇÃO INSETO-PLANTA E DIÁLOGO INTERCULTURAL." Investigações em Ensino de Ciências 23, no. 2 (August 30, 2018): 159. http://dx.doi.org/10.22600/1518-8795.ienci2018v23n2p159.
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Este artigo objetiva apresentar a importância do uso de desenhos com textos explicativos feitos por estudantes agricultores (linguagem não verbal associada à linguagem verbal) para o ensino sobre a relação inseto-planta baseado no diálogo intercultural a partir de um estudo que teve por finalidade identificar e analisar as concepções culturais de estudantes agricultores de uma escola pública do Município de Coração de Maria, estado da Bahia, Brasil, sobre as relações ecológicas inseto-planta. Foi direcionado um questionamento aos participantes sobre o que eles conheciam nos seus contextos agrícolas sobre a relação das plantas que cultivam e os insetos e, em seguida, lhes foram entregues folhas de papel tamanho A4 e lápis de cores variadas para que representassem seus conhecimentos acerca desta relação ecológica através de desenhos e textos explicativos, os quais foram posteriormente analisados a partir de categorizações e indução, dialogando com a literatura da área de Ensino de Ciências. Sobre esses desenhos com textos, buscou-se a representatividade cultural e o uso do conhecimento científico. Foram usadas as cinco categorias de entendimento conceitual propostas por Köse, contendo identificação de diferentes relações ecológicas. Os resultados indicam que os estudantes possuem conhecimentos acerca das relações inseto-planta que são culturalmente situados na localidade, sendo que alguns aproximam-se aos conhecimentos científicos. Conclui-se que o uso de desenhos com textos explicativos feitos pelos próprios estudantes serve como ferramenta para identificação das suas concepções prévias e análises sobre como poderão ser inseridas nos processos de ensino e aprendizagem da ecologia de maneira dialógica e intercultural.
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Rhonben, J., Syed H. Mazhar, and Jahanara Jahanara. "Technological Gap in Pineapple Cultivation in Dimapur District of Nagaland." International Journal of Advances in Agricultural Science and Technology 8, no. 8 (August 30, 2021): 80–86. http://dx.doi.org/10.47856/ijaast.2021.v08i8.008.
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The study was conducted to examine the technological gap in recommended cultivation practices of pineapple in Dimapur district of Nagaland. A total of 120 respondents were personally interviewed by the researcher using a pre-tested interview schedule. The result of technological gap revealed that the highest (100%) technological gap was found in recommended practices like planting time, treatment of planting materials, manure and fertilizers, intercultural operations, growth regulators and Insect Disease Management. And the lowest was found in recommended varieties with 0% technology gap.
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Sumonte, Valeria. "Desarrollo de la competencia comunicativa intercultural en un programa de adquisición de la lengua criollo haitiana en Chile." Íkala 25, no. 1 (January 28, 2020): 155–69. http://dx.doi.org/10.17533/udea.ikala.v25n01a09.
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This article aims to describe the results of a Haitian Creole language acquisition program, looking to foster intercultural communicative competence among Chilean officers, and favor migrant inclusion. The program, based on the intercultural communicative competence, had a duration of 50 hours, beginning with three sessions that present what the migration process means, the country of origin of the migrants, delivered by migrants, who then become linguistic mediators, and several linguistic aspects of Spanish and Haitian Creole languages. Data on the results of the program were collected through an interview and a language skills test, administered to the participants, to officers from the Investigation Police, and to health care practitioners, at the end of its implementation. The results show that the program favors the link between individuals from different cultural backgrounds, since it relies upon the exchange of participants having equally valued knowledge, and promotes the participation of learners in managing their learning and anticipating the context they will face. This facilitates the inclusion of migrant people, speaking a different language from that of the host society, which gives them a greater likelihood to successfully insert themselves in labor, educational and cultural settings.
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Bachelor, Jeremy W. "Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning." e-mentor 94, no. 2 (July 2022): 19–27. http://dx.doi.org/10.15219/em94.1561.
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Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
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Kumar, Revappa Mohan, Basana-Gowda Gadratagi, Venkatesh Paramesh, Parveen Kumar, Yamanura Madivalar, Nagesha Narayanappa, and Farman Ullah. "Sustainable Management of Invasive Fall Armyworm, Spodoptera frugiperda." Agronomy 12, no. 9 (September 9, 2022): 2150. http://dx.doi.org/10.3390/agronomy12092150.
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The fall armyworm of maize, Spodoptera frugiperda (J. E. Smith) (Lepidoptera; Noctuidae) is capable of causing a 100% yield loss due to its unforeseen occurrence from the seedling to the cob formation stage. To manage this serious pest, maize growers are tending to apply a high dosage of pesticides. This indiscriminate usage of pesticides has resulted in an unacceptable amount of insect resurgence in maize, harming maize production and consumption. In this review, we prepared a list of practical pest management options, including host plant resistance, agronomical, cultural, biological, botanical, chemical, and biotechnology approaches. It was found that cultivation of tolerant genotypes, adjusting sowing windows, and practicing specific intercultural and cropping systems measures in addition to chemical and non-chemical pest management strategies showed encouraging results for sustainable management of fall armyworm, which could protect the crop. This review highlights novel and successful management options advocated in various parts of the world. Recommendations documented in this paper would certainly pave the way for successful management of fall armyworm in maize and other concerned crops.
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Duffield, S. J. "Trichogramma egg parasitism of Helicoverpa armigera on short-duration pigeonpea intercultured with sorghum." Entomologia Experimentalis et Applicata 72, no. 3 (September 1994): 289–96. http://dx.doi.org/10.1111/j.1570-7458.1994.tb01829.x.
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k, Pramod, Shobhana Gupta, K. C. Sharma, B. S. Badhala, and R. N. Sharma. "Knowledge and Association of Solar Pump Users Regarding Vegetable Production Technology in Jaipur Rajasthan." INDIAN JOURNAL OF EXTENSION EDUCATION 58, no. 3 (2022): 29–32. http://dx.doi.org/10.48165/ijee.2022.58306.
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Rajasthan has outstanding solar radiation in India and a solar water pump is a great investment that makes money in the long run. The present study was conducted in Jaipur district with 120 beneficiary and non- beneficiary farmers regarding knowledge about the improved practices of vegetable production possessed by solar pump users during 2020. The practices namely- selection of improved seed variety, time of sowing, seed treatment, organic and chemical manure application of irrigation at the right time, intercultural operations, weed management, insect and disease management etc. were found as popular practices. The results of the study revealed that majority (95%) of beneficiary fall into the category of medium to high level of knowledge against 80 per cent of the non-beneficiary were falling under low to medium knowledge level. It can be summarized that the variables viz., education, occupation, annual family income, size of land holding, farm mechanization, utilization of information, contact with extension agents etc. were found significant with their knowledge of vegetable production technology. The results also depicted that age was found in non-significant relationship with knowledge of vegetable production technology. There was a significant association between knowledge of vegetable production technology of non-beneficiaries with their occupation, size of land holding and contact with extension agents. In case of age no association was found between age and knowledge of vegetable production technology for both the beneficiary and non-beneficiary farmers.
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Řičář Libánská, Anna, and Josef Řičář. "Zpráva z Humboldtova fóra v Berlíně." Muzeum Muzejní a vlastivedná práce 60, no. 1 (2022): 89–95. http://dx.doi.org/10.37520/mmvp.2022.011.
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The Humboldt Forum was opened in Berlin in the fall of 2021. The collections of the Ethnological Museum, containing mainly exhibits from Africa, Asia, Oceania and the Americas, as well as the collections of the Museum of Asian Art, were moved from Dahlem to the newly reconstructed building of the former royal palace. Many objects on display were obtained in more or less transparent ways during the period of colonialism, in which the then German Empire also actively participated. According to the management of the museum, the curators of permanent and short-term exhibitions tried to balance the legacy of the colonial era and reflect contemporary discourse about the problematic past of the European museums. However, the authors of the text question whether the effort to come to terms with the past and to open an intercultural dialogue can be considered successful in this case, or whether the Humboldt Forum is following in the footsteps of the ethnological museums of the 19th and a large part of the 20th century, where Europeans used to go to look at “exotic” objects and where, among other things, the construction of the European colonial imagination took place.
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Akay, O. M. "Generic Correlates as Lakunae Elimination." Bulletin of Kemerovo State University 21, no. 3 (October 5, 2019): 780–87. http://dx.doi.org/10.21603/2078-8975-2019-21-3-780-787.
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There is a large scatter of ideas about lacunae in modern linguistics. The lacuna phenomenon can be defined as a sign, a fixing principle of the presence / absence of an object or phenomenon; the phenomenon of absence in discourse, discursive omissions; differences, contradictions in the semantic sphere, revealed in communication, acts of misunderstanding; nonequivalent vocabulary, reality, white spots on the semantic map; zero correlate, dark holes; national specific differences between languages; virtual units, etc. If we assume that the lacuna is not a figment of imagination, but a unit that objectively exists in a language, it becomes obvious that it is impossible to mentally insert an infinite number of alien units into the language system. Thus, it would be wrong to identify the presence of lacunae in a language on this basis. The ideas of multi-level lacunarity are multiplying in works related to translation studies and intercultural communication. Particular attention should be given to grammatical lacunae, manifested in the linguistic gender. Feminine generic correlates of animated masculine names are productively analyzed as intralingual grammatical lacunae. The study of these forms in the paradigm of the theory of lacunarity makes it possible to focus on their pragmatic properties, since the systemic absence of linguistic units helps to clarify their linguistic-pragmatic characteristics. The following methods were used to study generic correlates as lacunae elimination. The method of privative oppositions was employed to study changing / unchangeable lexical units; the modeling method and the psycholinguistic method were used to study fragments of linguistic consciousness in native speakers and to detect the psychological component in the semantics of words. Based on the study of semantic-cognitive characteristics of language lacunae, their fundamental ambiguity and heterogeneity, it seems legitimate to isolate a specific area of the linguistic field called lacunology.
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Matuszewska-Kubicz, Agata. "Key competencies in the labour market from the perspective of higher education students." e-mentor 92, no. 5 (December 2021): 69–80. http://dx.doi.org/10.15219/em92.1541.
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The subject of key competencies in the labour market has been discussed in many publications and reports in recent years, presenting the point of view of researchers and employers on the issue. However, the perspective of future employees also seems to be worth discussing; hence this research covers university students currently entering the labour market. Ten competencies identified as key in the labour market are examined: problem-solving, creativity and innovation, analytical and critical thinking, active learning and teaching, interdisciplinarity, emotional intelligence, social intelligence, intercultural competencies, virtual cooperation, digital competency. The study aimed to determine the respondents’ opinions and beliefs about selected key competencies on the labour market, their willingness to develop them, and their declared level of these competencies. The survey was carried out using the quantitative method, using the CAWI technique, on a sample of 352 respondents – students of the University of Lodz. The results indicate that the students mostly share the view that the competencies indicated as being key will be expected by employers in the labour market in the next five years. Moreover, for most of the competencies being studied, they assess their current level to be high and see the need to develop them for professional purposes. Discrepancies are also indicated between the students’ self-assessment of their competencies and their employers’ assessment.
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Karki, Tika Bahadur, Reshama Neupane, Rajendra Kumar Bhattarai, Bhimsen Chaulagain, Sangita Kaduwal, Pankaj Gyawaly, Soni Kumari Das, and Jiban Shrestha. "Bridging the Yield Gaps of Major Cereals through Agronomic Interventions in Nepal." Agronomy Journal of Nepal, July 8, 2022, 103–18. http://dx.doi.org/10.3126/ajn.v6i1.47952.
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Agricultural production is due to the exploitation of soil, water and energy. The objective of this review work was to identify the yield gap of major crops viz. rice, maize, wheat, and finger millet and their causes. An attempt has been made to suggest the potential agronomical interventions that reduce the yield gaps. Rice, wheat, and finger millet yields in all agro-ecological zones are declining, although yield trends of maize were reported to have increased in the Terai due to the increased use of hybrids. The yield gap can be minimized with assured irrigation and appropriate agronomic practices such as the use of the quality seed, timely planting with appropriate establishment methods, timely intercultural operations, soil fertility, moisture, weeds, diseases, insect pests and post-harvest management along with growing high-yielding and stable genotypes resilient to climate change. It is obvious that there must be a strong interaction between plant breeding and agronomy for enhanced crop production. Therefore, some of the potential agronomical technologies that contribute to increase the crop yields thereby reduce the yield gaps have been discussed in this article.
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Nanthakumar, S., and B. K. Savitha. "Yield Performance of Non-spiny Brinjal Variety VRM (Br)2 in Northern Zone of Tamil Nadu, India." Current Journal of Applied Science and Technology, December 1, 2021, 38–42. http://dx.doi.org/10.9734/cjast/2021/v40i3431568.
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Aim: To identify the yield performance of non-spiny brinjal variety VRM (Br)2.
Study Design: Non-spiny brinjal variety VRM (Br)2 was developed by hybridization between Senur local x spiny brinjal VRM (Br) 1 followed by pedigree method of selection.
Place and Duration of the Study: The present study was carried out at northern districts of Tamil Nadu viz., Vellore, Ranipet, Tirupathur, Thiruvannamalai, Dharmapuri and Krishnagiri during 2015-2016.
Methodology: VRM (Br) 2 was evaluated under different trials during 2017-2020 at various locations along with ruling check variety VRM (Br) 1.The observations were recorded at yield and yield characters.
Results: VRM (Br) 2 recorded highest fruit yield of 46.35 t/ha as compared to check variety VRM (Br) 1 (32.85 t/ha). It was 41.00 % higher fruit yield over check variety VRM (Br) 1 and moderately resistant to major insect pests. viz., epilachna beetle, whiteflies and shoot and fruit borer.
Conclusion: All the plant and fruit characters are similar to spiny brinjal VRM (Br) 1, whereas the spines are absent in the variety VRM (Br) 2. Due to it’s non-spiny nature, intercultural operations viz., harvesting, packing, storage and transport are easy to do.
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Leal Rivas, Natasha. "Adquisición pragmática discursiva en L2/LE: marco conceptual y aplicativo para la educación superior." ESPIRAL. CUADERNOS DEL PROFESORADO 14, no. 29 (September 17, 2021). http://dx.doi.org/10.25115/ecp.v14i29.4604.
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El presente estudio propone una reflexión articulada en dos dimensiones, conceptual y aplicativa, que aborda cómo integrar procesos de adquisición pragmática en L2/LE. Para ellos es necesario conceptualizar el modelo de Competencia Comunicativa Intercultural Crítica (CCIC) que cabe entender como un conjunto de conocimientos, competencias y habilidades que transcienden la capacidad de comunicar o establecer relaciones sociales vinculadas al uso lingüístico, ya que desde la comprensión crítica de los textos y una concientización discursiva es capaz de integrar dentro de procesos de enseñanza/aprendizaje lingüístico un "saber comprometerse" socialmente a través del uso crítico de la lengua. El modelo de CCIC pone la atención en el desarrollo consciente de la Competencia Crítica y la Competencia Metapragmática para activar procesos de comprensión crítica y análisis crítico del discurso que facilitan el reconocimiento de esquemas de producción e interpretación ideológica de los mismos, así como de los procesos lingüísticos inferenciales que subyacen en estos. El modelo de CCIC mantiene la centralidad de la competencia discursiva que se identifica con una Competencia Discursiva Crítica (CDC). En el plano aplicativo, y partiendo del estudio génesis que articula una propuesta modelo de CCIC para el aula de ELE (Marimón, 2016), se analiza el alcance de este modelo comunicativo para entornos virtuales de ELE (Leal Rivas, 2018; 2019) a través de propuestas de experimentación acción lingüística que adaptan distintos modelos del Diseño Instruccional con el propósito de sistematizar una perspectiva pragmática en contextos de aprendizaje de ELE para el ámbito académico universitario. El desarrollo del modelo de CCIC en contextos digitales posibilita además la recuperación de corpus textuales (orales y escritos) para su posterior análisis lingüístico que atiende a los fenómenos pragmáticos-discursivos que regulan la creación, funcionalidad e interpretación de los textos y de los géneros discursivos. Los resultados que arrojan los análisis de corpus permiten evaluar el alcance de una eficaz adquisición pragmático-discursiva en L2/ELE en los modelos aplicativos instruccionales para la competencia comunicativa intercultural crítica.