Gotowa bibliografia na temat „Intercultural INSET”

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.

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.

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.

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.

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.

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.

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.

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.

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.

This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.

This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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