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1
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.
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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.
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Meneghini, Anna Maria. "Promuovere competenza interculturale attraverso il Servizio Volontario Internazionale." PSICOLOGIA DI COMUNITA', no. 2 (January 2015): 97–107. http://dx.doi.org/10.3280/psc2014-002008.
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Battaglia, Sveva. "'L’estraneo inseparabile da me''." SPONDE 1, no. 1 (2022): 119–34. http://dx.doi.org/10.15291/sponde.3895.
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Il saggio introduce alcune caratteristiche e principi della comunicazione interculturale, evidenziando il cambio di paradigma che è insito in questa. In merito all’educazione letteraria, ne evidenzia la finalità di conoscenza di se stessi e del mondo per la crescita psicologica e relazionale. Infine propone un’analisi di Uno, nessuno e centomila di Luigi Pirandello, che unisce educazione letteraria e abilità relazionali proprie della competenza comunicativa interculturale.
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Luburuć, Gordana. "ELEMENTI (INTER)CULTURALI NEI MANUALI DI ITALIANO LS – LIVELLO A1." Folia linguistica et litteraria XI, no. 30 (2020): 341–54. http://dx.doi.org/10.31902/fll.30.2020.19.
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Nel presente lavoro analizzeremo i manuali per l’italiano Ls che vengono utilizzati nell'insegnamento della lingua italiana a livello A1 in Montenegro, concentrando la nostra attenzione in primo luogo sul ruolo della competenza interculturale. Dopo aver presentato il ruolo che essa riveste nel QCER, esamineremo quali sono gli elementi (inter)culturali presentati nei manuali che attualmente vengono utilizzati a diversi livelli di studio in Montenegro, dalle scuole medie e superiori ai corsi universitari. L’obiettivo del lavoro è quello di stabilire in che modo viene integrata la competenza interculturale nei manuali di italiano Ls, quali elementi culturali e in che modo vengono presentati nei manuali nonché di stabilire se la tipologia di elementi culturali e la loro quantità, cambiano a seconda del manuale e dell'età degli apprendenti a cui il manuale è destinato
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Milione, Anna. "L'intercultura in pratica: saperi, competenza e professionalità per la scuola plurale." WELFARE E ERGONOMIA, no. 1 (September 2021): 191–213. http://dx.doi.org/10.3280/we2021-001016.
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Le migrazioni odierne costituiscono un cambiamento strutturale della società contempora-nea, manifestano i segni delle trasformazioni degli assetti geopolitici mondiali, le dinamiche della globalizzazione e gli effetti che essa sta producendo sulla società (Sassen, 2014; Geisel-berger, 2017; Bauman, 2017; Latour, 2017). Il mondo sta cambiando profondamente e al tempo stesso cambiano gli strumenti di lettura della società: la globalizzazione e lo sviluppo delle nuove tecnologie hanno creato interconnessioni ed interdipendenze che mettono in di-scussione categorie concettuali autoreferenziali ed etnocentriche. In questa prospettiva, le migrazioni globali e la crescente mobilità verso l'Europa rendono molto rilevante l'analisi dei processi di inclusione sociale in relazione alle risposte che offrono i sistemi educativi. Non si tratta più solo di accogliere migrazioni temporanee, ma di imparare a costruire insieme, e imparare ad abitare uno spazio comune in vista di insediamenti durevoli (Latour, 2017). Questo cambiamento induce a rivedere radicalmente il canone monoculturale della scuola, a ripensare le strutture organizzative, il progetto pedagogico e le sue matrici curricolari. Il cambiamento epocale di questi ultimi decenni induce ad assumere una nuova vision in cui la scuola è chiamata a confrontarsi con le trasformazioni che attraversano la società globale e con il riemergere della condizione antropologica dell'homo migrans, in movimento da una parte all'altra del globo attraverso infrastrutture fisiche e/o telematiche, che porta a ridefinire i contenuti della cittadinanza sociale in una prospettiva planetaria. Questa visione avvalora e rende ancora più urgente il progetto dell'«Educazione interculturale» che, ancora impro-priamente associata al governo dei flussi migratori e all'inclusione scolastica degli alunni figli di immigrati, rappresenta un'occasione di rinnovamento culturale per la società nel suo insieme. In questa ottica, l'articolo intende definire i caratteri dell'educazione interculturale e, a partire dall'analisi delle pratiche di inclusione scolastica degli alunni con background mi-gratorio, mettere a fuoco le competenze e le professionalità necessarie a fronteggiare la plu-ralità dei bisogni educativi che si pongono nelle classi scolastiche italiane al fine di integrare tutte le diversità.
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Milici, Antonina. "L'uso di tecniche teatrali nell’insegnamento-apprendimento di una LS/L2." Cuadernos de Filología Italiana 26 (October 2, 2019): 57–73. http://dx.doi.org/10.5209/cfit.62479.
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Oggi è oltremodo importante investigare sulle migliori strategie volte a facilitare l’acquisizione di competenza comunicativa in LS/L2, anche in considerazione delle più recenti politiche linguistiche europee. Il processo di insegnamento-apprendimento va ripensato in chiave sociolinguistica, pragmatica e interculturale. Come già acclarato dalla ricerca, la partecipazione emotiva dei discenti gioca un ruolo chiave per una maggiore efficacia negli esiti di apprendimento. Ciò è perfettamente in linea coi principi dell’approccio orientato all’azione che ritroviamo nel Quadro Comune Europeo di Riferimento per le Lingue e nel Companion Volume del 2018. Il presente contributo intende descrivere potenzialità e vantaggi delle tecniche teatrali impiegate in glottodidattica. Non sono moltissimi gli studi teorici in questo campo proprio perché esso si basa su esperienze pratiche che, oltre ad una buona padronanza in LS/L2, mirano ad ottenere risultati in ambito sociale, specialmente per gli stranieri, come la possibilità di un più rapido adattamento nel paese di accoglienza mantenendo il proprio bagaglio linguistico e culturale. La glottodidattica teatrale ha suscitato sempre maggior interesse perché rispondente in pieno alla promozione di un’educazione plurilinguistica e interculturale e della convivenza democratica.
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Alujević, Marijana, and Mira Braović Plavša. "L’uso dei proverbi nell’insegnamento della lingua italiana." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 185–200. http://dx.doi.org/10.38003/zrffs.13.1.
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I proverbi con la loro forma particolare, fissa e concisa, ritmicamente organizzata e stimolante adempiono un ruolo di trasferimento d’esperienze, sapere popolare e cognizioni essenziali per la sopravvivenza. Vengono considerati validi strumenti per raggiungere diversi obiettivi educativi e per chiarire il rapporto tra cultura e lingua. La complessità nel collocare e nell’analizzare la struttura dei proverbi spesso scoraggia i docenti ostacolando l᾽impiego didattico di questa inesauribile fonte di diverse sfaccettature didattiche. In questo contributo vengono proposti svariati usi dei proverbi nell’apprendimento dell’italiano come lingua straniera. Un᾽unità didattica, anche nelle sue fasi principali, offre molteplici possibilità di applicazione dei proverbi in tutti gli ambiti dell’insegnamento di base: lessicale, grammaticale, morfosintattico e fonologico. Contemporaneamente apre orizzonti di valore civico culturale. La padronanza dei proverbi in una lingua straniera è un indicatore valido e rilevante della competenza interculturale che fa parte integrante della competenza comunicativa. I proverbi sono nello stesso tempo un incentivo per gli insegnanti a inoltrarsi in significati linguistici non sempre espliciti, difficili da interpretare e dominare a pieno.
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Meozzi, Tommaso. "UNA NARRAZIONE AUTOBIOGRAFICA RADICATA NELL’ALTERITÀ: LA RAPPRESENTAZIONE LETTERARIA DELL’APPRENDIMENTO LINGUISTICO." Italiano LinguaDue 14, no. 1 (2022): 755–71. http://dx.doi.org/10.54103/2037-3597/18326.
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Analizzando opere letterarie sia di autori nati in Italia e poi emigrati, sia di scrittori immigrati in Italia, che hanno scelto di scrivere in italiano le proprie opere, l’articolo mostra il rapporto costitutivo tra io e alterità caratteristico dell’autobiografia linguistica. Imparare un’altra lingua significa prima di tutto confrontarsi drasticamente con l’impossibilità del rapporto simbiotico, che l’individuo plurilingue non può più proiettare né sulla lingua madre e le figure familiari, né sul sostituto di una completa identificazione tra individuo e società. La lingua materna diventa così da una parte fantasma che evoca sensi di colpa e un simbolico “matricidio”, dall’altra serbatoio di esperienze che possono confluire nella scrittura e mettere l’individuo in contatto con i propri desideri più profondi. A sua volta, la seconda lingua può diventare oggetto di diverse strategie di elaborazione: dalla distorsione aggressiva, al confronto interculturale, alla maturazione di una competenza metalinguistica e pragmatica.
 
 An autobiographical narrative rooted in otherness: the literary representation of language learning
 By analyzing literary works both by authors born in Italy and then emigrated, and by writers immigrated to Italy, who have chosen to write their works in Italian, the article shows the constitutive relationship between self and otherness which is characteristic of linguistic autobiography. Learning another language means first of all dealing with the impossibility of the symbiotic relationship which the multilingual individual can no longer project either on the mother tongue and family figures, or on the substitute of a complete identification between the individual and society. The mother tongue thus becomes on the one hand a ghost that evokes feelings of guilt and a symbolic "matricide", on the other hand a reservoir of experiences that can flow into writing and put the individual in contact with their deepest desires. In turn, the second language can become the object of different processing strategies: from aggressive distortion, to intercultural confrontation, to the maturation of a metalinguistic and pragmatic competence.
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Zorman, Anja. "LE OPINIONI DEGLI INSEGNANTI SULL'INSEGNAMENTO IN CLASSI LINGUISTICAMENTE E CULTURALMENTE ETEROGENEE." Folia linguistica et litteraria XI, no. 30 (2020): 395–415. http://dx.doi.org/10.31902/fll.30.2020.22.
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Nel presente contributo vengono esposti alcuni risultati della ricerca sull’interculturalità e sull’educazione interculturale, condotta in sei regioni slovene e italiane con presenza di minoranze linguistiche e culturali. La ricerca ha preso in considerazione vari aspetti della didattica, della formazione degli insegnanti, degli atteggiamenti degli allievi e dei loro genitori riguardo all’apprendimento in classi linguisticamente e culturalmente eterogenee. I risultati presentati nel contributo riguardano le opinioni degli insegnanti sull’insegnamento in classi linguisticamente e culturalmente eterogenee, suddivise in seguenti categorie: (1) lo sviluppo professionale, (2) personale e culturale degli insegnanti coinvolti nelle classi linguisticamente e culturalmente eterogenee, (3) la loro percezione dell'apprendimento in generale e linguistico in particolare, e (4) delle relazioni interpersonali tra gli allievi. Dall'inchiesta che ha coinvolto 281 insegnanti emerge una percezione degli insegnanti molto positiva del loro sviluppo professionale e culturale, e neutra riguardo la collaborazione con altri insegnanti. Sebbene la maggioranza degli insegnanti non sia dell'opinione che la compresenza di allievi di diverse origini linguistiche e culturali ostacoli il lavoro in classe, dichiara comunque che l'insegnamento in classi linguisticamente e culturalmente eterogenee richiede lavoro aggiuntivo. La didattica non risente delle difficoltà nella comunicazione tra allievi di lingue e culture diverse, così come lo sviluppo della competenza comunicativa della lingua d'insegnamento non è compromesso dalla eterogeneità linguistica in classe. Molto positiva è la percezione degli insegnanti relativa allo sviluppo di rapporti interpersonali tra gli allievi
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Deardorff, Darla K. "A 21st Century Imperative: integrating intercultural competence in Tuning." Tuning Journal for Higher Education 3, no. 1 (2015): 137. http://dx.doi.org/10.18543/tjhe-3(1)-2015pp137-147.
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<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>
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Gałkowski, Artur. ""Dalla Fiat alla Lavazza con una sosta dolce alla Nutella...". La conoscenza dei nomi commerciali come elemento della competenza linguistica e interculturale in italiano L2." Italica Wratislaviensia 1, no. 2 (2011): 81. http://dx.doi.org/10.15804/iw.2011.02.05.
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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 (2017): 281–93. http://dx.doi.org/10.30827/profesorado.v21i1.10363.
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Resumen:En el presente artículo queremos enfatizar la importancia de las competencias interculturales en la formación de los profesionales de la acción social. Para ello realizamos un recorrido por las concepciones y significado de competencia y competencia intercultural, por considerar que son términos claves en una sociedad plural y globalizada donde el intercambio y la comunicación intercultural son elementos esenciales para la convivencia. Para reforzar e intentar clarificar nuestro propósito general, damos cuenta de una investigación de corte cuantitativo llevada a cabo en la Región de Murcia en la que escrutamos la formación en competencias interculturales de los profesionales que ejercen su labor con personas inmigrantes. Abstract:In this paper we emphasize the importance of intercultural competences in the training of professionals of social action. Therefore, we tour of the concepts and meaning of competence and intercultural competence because we are key terms in a plural and globalized society where intercultural interchange and communication are essential for conviviality. To reinforce and try to clarify our general purpose we realize a quantitative research in the Region of Murcia where scrutinize training in intercultural skills of professionals who work with immigrants.
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Rajić, Višnja, and Tomislav Rajić. "Assessment of intercultural competence of vocational teachers in Croatia." Andragoška spoznanja 21, no. 4 (2015): 37–51. http://dx.doi.org/10.4312/as.21.4.37-51.
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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.
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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.
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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.
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Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.
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The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.
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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 (2021): 196. http://dx.doi.org/10.38147/invneg.v14i23.136.
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El objetivo del presente trabajo es presentar como a través de la Internacionalización del Currículo se desarrolla la Competencia Intercultural por medio de una plataforma educativa como una opción de capacitación para estudiantes, profesores o interesados en búsqueda de su futura aceptación e inserción en diferentes contextos interculturales, como medio alternativo a la movilidad. Este estudio cualitativo transversal exploratorio se llevó a cabo con 20 informantes. En los hallazgos se muestra cómo los participantes desarrollaron la Competencia Intercultural a través de ejercicios de autorreflexión, de interacciones y de diversas actividades, donde los temas culturales cotidianos y de negocios eran prioritarios; se incluyeron imágenes, videos cortos, audios de personas con diferentes acentos y ejercicios de autorreflexión sobre temas provistos. En otros hallazgos, también se desarrolló: curiosidad, motivación y compromiso para continuar aprendiendo. La Competencia Intercultural deja de ser una habilidad deseable y se convierte en una habilidad necesaria del siglo XXI, así como para todo aquel que busque insertarse en un entorno laboral intercultural y por último, que esta competencia se puede desarrollar a través de un curso virtual.
 Palabras clave: Internacionalización, Internacionalización del Currículum, Competencias, Competencia Intercultural, plataforma educativa, estudiantes de negocios
 AstractThe objective of this study is to present how Intercultural Competence can be developed through the Internationalization of the Curriculum strategy through an educational platform as a training option for students, faculty, staff or any interested party in their future insertion in different intercultural environments, as an alternative to mobility. This is a cross-sectional exploratory qualitative study was carried out with 20 informants. In the findings, participants show how they developed Intercultural Competence through self-reflection exercises, interactions and other type of activities where culture and business were a priority. Activities included images, short videos, listenings with people with different accents and self-reflection exercises on reviewed topics. In other findings, curiosity, motivation, and engagement to continue learning.Intercultural Competence is no longer a desirable ability but a necessary one in the XXI century, thus for those seeking to be accepted in a working intercultural environment, and also, this competence can be developed through a virtual course.
 Key words:Internationalization, Internationalized Curriculum, Competences, Intercultural Competence, educational platform, business students
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Wong, E. David. "Beyond “It was Great”? Not so Fast!" Frontiers: The Interdisciplinary Journal of Study Abroad 26, no. 1 (2015): 121–35. http://dx.doi.org/10.36366/frontiers.v26i1.362.
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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.
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Ganea, Alina. "Le développement de la compétence interculturelle dans l’enseignement du français professionnel à l’université." Taikomoji kalbotyra, no. 11 (August 8, 2018): 24–40. http://dx.doi.org/10.15388/tk.2018.17244.
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Cette étude interpelle une problématique incontournable tenant à l’enseignement à l’université, à savoir l’adaptation continue aux exigences du marché du travail, ce qui se traduit au niveau des contenus par une mise en concordance des objectifs d’enseignement avec les compétences professionnelles requises. Au niveau de l’enseignement d’une langue étrangère à des fins professionnelles, cette mise en concordance implique, entre autres, l’intégration de la dimension interculturelle dans les contenus dispensés afin de munir l’étudiant des compétences nécessaires pour qu’il/elle puisse (inter)agir dans le contexte multiculturel actuel du marché du travail. Dans ce contexte, cette étude propose, dans un premier temps, un retour théorique sur les concepts culture et interculturel envisagés comme des balises significatives dans l’enseignement actuel des langues étrangères et qui précisent, par les compétences spécifiques à atteindre, les nouvelles exigences auxquelles l’enseignement d’une langue étrangère doit satisfaire. Notre recherche se poursuit par un retour sur les spécificités de l’enseignement d’une langue étrangère à des fins professionnelles et fournira une proposition concrète d’alignement des contenus enseignés dans le cours Langues modernes (français) pour la filière de médecine de notre université aux objectifs de la compétence interculturelle. Une proposition de programme contenant des activités visant l’interculturel articulées autour des contenus initialement proposés pour cette spécialisation sera avancée.
 Developing intercultural competence in teaching French for professional purposes at university
 Our study investigates an essential problem related to university teaching, namely continuous adaptation to the labour market standards and requirements, which at the curriculum level involves a correlation between learning objectives and competency profile requested and expected in the professional world. With respect to foreign language teaching for professional purposes, this correlation implies, among other things, the integration of intercultural dimension in the contents taught in order to provide the student with necessary skills and enabling him/her able to efficiently (inter)act in today’s multicultural labour market, and finally meet the needs of contemporary world. In this context, our research firstly offers a theoretical approach to the concepts of culture and interculturel, which are envisaged as landmarks in today’s foreign language teaching philosophy and which specify, through their specific objectives to be achieved, new standards that foreign language teaching must comply with. Our study also offers a theoretical framework to the particularities of foreign language teaching for professional purposes. This enables us to reformulate the initial objectives associated to foreign language for professional purposes by integrating the objectives related to the development of intercultural competence. Finally, this study also proposes a concrete course content of medical French based on the course already delivered to the students studying medicine in Dunarea de Jos University of Galati. The course has been remodelled so as to meet the objectives of intercultural competence. In doing so, we firstly analysed the topics included in the course content with respect to aspects related to culture or intercultural communication, and afterwards we provided a list of cultural- and intercultural communication-oriented topics that could be articulated around the already proposed content of a French course for medicine. This proposal is also accompanied by a series of methodological recommendations that should be taken into consideration prior to designing a course for medical French.
 Key words: French for professional purposes; culture; intercultural; competence; teaching and learning.
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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 (2018): 1230. http://dx.doi.org/10.17507/tpls.0809.18.
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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.
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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 (2019): 27–44. http://dx.doi.org/10.29302/jolie.2019.12.3.2.
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A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.
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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 (2021): 83–95. http://dx.doi.org/10.37433/aad.v2i3.135.
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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.
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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 (2014): 13. http://dx.doi.org/10.5944/reop.vol.16.num.1.2005.11360.
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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.
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Gedik Bal, Nur, and Perihan Savas. "Intercultural Competence in the Eyes of State School English Language Teachers in Turkey." Journal of Language and Education 6, no. 2 (2020): 56–75. http://dx.doi.org/10.17323/jle.2020.10327.
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Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.
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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.
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The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified.
 Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.
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Gándara, Imperio, Alejandra Romano, Guadalupe Aleida Valenzuela Miranda, and Adria Velia González Beltrones. "Impacto de la competencia comunicativa intercultural en la Educación Superior. Caso: Universidad de Sonora, México." BIOLEX REVISTA JURIDICA DEL DEPARTAMENTO DE DERECHO 17 (August 17, 2019): 61–70. http://dx.doi.org/10.36796/biolex.v17i0.28.
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La presente investigación busca obtener información sobre los estudiantes y sus competencias interculturales, principalmente la competencia comunicativa intercultural en las diversas carreras de la División de Ciencias Sociales de la Universidad de Sonora. A fin de fortalecer los programas educativos con información que servirá para mejorar las propuestas de formación que promueven el desarrollo de la competencia intercultural.
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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 (2013): 15–22. http://dx.doi.org/10.19030/jier.v10i1.8345.
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The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Automa del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett (1993) and will be assessed by the Intercultural Development Inventory (IDI) v.3 developed by Bennett & Hammer (Hammer, 2009; Hammer, Bennett, & Wiseman, 2003). The main purpose of the Intercultural Competency Certificate is to develop students intercultural competence at least to the acceptance level of the DMIS continuum. To achieve this goal, the students will have to develop of necessary knowledge, skill and attitudes (Deardorff, 2006). This Certificate proposes to develop attitudes, knowledge and skills through certain activities as learning a new language, take international classes, reflect about intercultural differences, interact with people from other cultures, travel abroad and receive coaching by a professional who will guide them through tailor-make experiences according to the initial level of intercultural competence, measured by the IDI v.3 at the beginning of the Certification.
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Waterlot, Muriel. "Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin." Werkwinkel 11, no. 1 (2016): 95–112. http://dx.doi.org/10.1515/werk-2016-0005.
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Abstract Intercultural communication has become a scientific discipline which aims at improving communication during intercultural contacts by means of fostering the intercultural awareness and competence of the interlocutors involved within the intercultural communication process. In view of the intensifying European and international contacts the interest for this competency has grown during the last decades. This can among others be observed within foreign language teaching, but also in the training of translators at university level where new didactical approaches and teaching methods are being developed in order to improve the intercultural of future translators. This article presents a preliminary collaboration between the John Paul II Catholic University of Lublin and non-profit organization of translators, as well as the theoretical and practical backgrounds of a project which that they envisage to realize in future in order to transform its participants into intercultural competent translators.
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Moussafir, Khalil. "cours de langues dans le contexte universitaire : quelle place pour la compétence interculturelle à l'ère du numérique?" Anales de Filología Francesa, no. 29 (November 24, 2021): 397–419. http://dx.doi.org/10.6018/analesff.481911.
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Este artículo tiene como objetivo aclarar el lugar significativo de la interculturalidad en el aula de idiomas. De hecho, las sociedades actuales están expuestas a cambios profundos a nivel individual y colectivo bajo el efecto de la digitalización. Esto significa que el individuo experimenta una nueva socialización, una especie de socialización digital dentro de la cual la dimensión intercultural ocupa un lugar central a través de la apertura lingüística y cultural al otro. Esta situación presenta a la escuela nuevos desafíos. Más allá de las consideraciones didácticas y puramente lingüísticas, el aprendizaje de idiomas adquiere toda su significación al poner en práctica los conceptos fundacionales de la interculturalidad como la competencia intercultural o la competencia comunicativa intercultural. Lo mostraremos a partir de los programas lingüísticos de cooperación internacional, en particular los de la asociación entre la Universidad Hassan1er en Marruecos y la Haute école d'Hénallux en Bélgica. This article aims to highlight the significant place of interculturality in the language classroom. Indeed, current societies are exposed to profound changes at the individual and collective levels under the effect of digitization. This means that the individual experiences a new socialization, a kind of digital socialization within which the intercultural dimension occupies a central place through linguistic and cultural openness to the other. This situation presents the school with new challenges. Beyond didactic and purely linguistic considerations, language learning takes on its full significance by putting to work the founding concepts of interculturality such as intercultural competence or intercultural communication competence. We will show this from the linguistic programs of international cooperation, in particular those of the partnership between the University Hassan1er in Morocco and the Haute école d'Hénallux in Belgium. Le présent article vise à éclairer la place prégnante de l’interculturel dans la classe de langue. En effet, les sociétés actuelles sont exposées à de profondes mutations sur les plans individuel et collectif sous l’effet de la digitalisation. Ce qui fait que l’individu vit une nouvelle socialisation, une sorte de socialisation numérique au sein de laquelle la dimension interculturelle occupe une place centrale par l’ouverture linguistique et culturelle sur l’autre. Cette situation met l’école face à de nouveaux défis. Au-delà des considérations didactiques et purement linguistiques, l’apprentissage des langues prend toute sa signification en mettant à l’œuvre les concepts fondateurs de l’interculturel à l’instar de la compétence interculturelle ou de la compétence à la communication interculturelle. Nous montrerons cela à partir des programmes linguistiques de coopération internationale, notamment ceux du partenariat entre l’Université Hassan1er au Maroc et la Haute école d’Hénallux en Belgique.
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Morales Domínguez, Alberto Alejandro. "Comunicación Intercultural e Interpretación del Patrimonio: Papel del Guía de Turismo ante la Mediación." Explorador Digital 6, no. 2 (2022): 199–211. http://dx.doi.org/10.33262/exploradordigital.v6i2.2170.
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El presente estudio indaga acerca del tratamiento de determinadas situaciones interculturales en el marco de la interpretación del patrimonio que realizan nuestros guías turísticos. Su objetivo se centra en la creación de un entrenamiento para promover la competencia intercultural. Se comienza con una discusión sobre del papel del guía de turismo ante la mediación en el escenario intercultural. Se considera que el desarrollo de esta competencia no ha sido suficientemente estudiado en cursos de capacitación de los guías de turismo. Es pertinente rediseñar un entrenamiento a distancia para el desarrollo de la competencia intercultural en guías turísticos y hacer uso de la teoría de la mediación en su contexto profesional. El trabajo consideró una nueva definición de competencia intercultural. Su fomento será sustentada en un entrenamiento en el marco de la interpretación de patrimonio.
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Aneas Álvarez, María Asunción. "Competencia intercultural, concepto, efectos e implicaciones en el ejercicio de la ciudadanía." Revista Iberoamericana de Educación 36, no. 13 (2005): 1–9. http://dx.doi.org/10.35362/rie36133004.
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El presente artículo pretende presentar una aproximación al concepto de competencia intercultural y mostrar su estrecha relación con el ejercicio de la ciudadanía. La competencia intercultural posibilitará a la persona un mejor desempeño profesional cuando se den relaciones interculturales, y propiciará la integración sociolaboral de minorías culturales. Consideramos que dicho concepto es un tema relevante en el campo pedagógico al vincular los valores de aceptación, reconocimiento y valoración de la diversidad cultural a las metas de cualificación profesional.
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Matei, Florentina-Lavinia. "The Intercultural Competence of Military Students in the Context of International Mobility." Land Forces Academy Review 24, no. 2 (2019): 115–22. http://dx.doi.org/10.2478/raft-2019-0013.
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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”.
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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.
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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.
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Seguí, Elisa Verónica, and Verónica Valles. "Diseño de materiales." Diálogos Latinoamericanos 15, no. 22 (2014): 12. http://dx.doi.org/10.7146/dl.v15i22.113140.
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Tanto cuando se enseña como cuando se aprende una lengua extranjera seestablece una comunicación intercultural. Por ello, el MCER (Consejo de Europa,2001) como el Plan Curricular del Instituto Cervantes (I. Cervantes, 2008)establecen que tanto la práctica en clase cuanto los materiales de estudio no solodeben tener por objetivo el desarrollo de la competencia lingüística de losestudiantes sino también el de su competencia intercultural, es decir, saber haceren la cultura nativa y en la ajena, tener una serie de habilidades que permitandesenvolverse satisfactoriamente en situaciones de comunicación intercultural.Para alcanzar una competencia intercultural es necesaria la asociación de losámbitos cognitivo y emotivo. En relación con el primero podemos afirmar, juntocon Rodrigo Alsina, que ‘para establecer una comunicación intercultural hacefalta un mínimo de conocimiento’ (Alsina, 1997). Indudablemente, mientras másse conoce a la otra cultura, mejor puede desarrollarse la competencia interculturaly se es más capaz de superar estereotipos, que son simplificaciones de la realidady que surgen cuando se desconoce la cultura extranjera para buscar explicacionessocialmente aceptables, pero generalmente falsas.
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Jokikokko *, Katri. "Interculturally trained Finnish teachers' conceptions of diversity and intercultural competence." Intercultural Education 16, no. 1 (2005): 69–83. http://dx.doi.org/10.1080/14636310500061898.
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Veliz-Rojas, Lizet, and Andrés Bianchetti-Saavedra. "Situación del desarrollo de competencias interculturales en estudiantes de la Facultad de Medicina de la Universidad Católica del Norte, Chile." Calidad en la Educación, no. 54 (July 26, 2021): 303. http://dx.doi.org/10.31619/caledu.n54.955.
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El presente artículo analiza la situación de las competencias interculturales en estudiantes de la Facultad de Medicina de la Universidad Católica del Norte en Chile. Para lo anterior se aplicó una metodología mixta de carácter complementario. Durante la etapa cualitativa se realizaron tres grupos focales, con 10 participantes cada uno, y ocho entrevistas semiestructuradas. En la etapa cuantitativa se aplicó la Escala de Competencias Interculturales en Salud, la que fue respondida por 130 estudiantes de la Facultad. Se concluye que los estudiantes poseen un desarrollo entre medio y alto en “habilidades cognitivas interculturales”, “habilidades afectivas interculturales” y “habilidades conductuales” para establecer una comunicación intercultural, y un desarrollo bajo en “formación profesional” para vincularse con la diversidad cultural. Lo anterior da cuenta de que existen competencias basales consolidadas para el desarrollo completo de la competencia intercultural, a través de eventuales procesos formativos sistemáticos en el contexto de su proceso académico.
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Hofmeyr, Ana Sofia. "Development of Intercultural Competence as a Result of Internationalization-at-Home Initiatives in Japan's Top Global Universities." Journal of Comparative & International Higher Education 11, Winter (2020): 114–17. http://dx.doi.org/10.32674/jcihe.v11iwinter.1532.
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The internationalization of higher education institutions has grown parallel to an increasing need to foster an interculturally competent workforce. In Japan, efforts to internationalize have focused primarily on mobility programmes, often neglecting the impact of internationalization-at-home initiatives. Yet, while numbers of incoming international students continue to increase, the number of Japanese students going abroad in mid- to long-term programs is decreasing. This article describes a PhD project aiming to address gaps in the literature by investigating the impact of at-home strategies on domestic students’ intercultural competence, ultimately contributing to the optimization of programs that promote meaningful interaction between domestic and international students.
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Luthfia, Amia. "Kompetensi Komunikasi Antar Budaya Peserta Pelatihan dari Indonesia di Australia." Humaniora 2, no. 1 (2011): 860. http://dx.doi.org/10.21512/humaniora.v2i1.3105.
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This research studied about intercultural communication competency Indonesians when they study in Australia. Having competency in communicating with different cultures is important in order to avoid intercultural conflict, also to establish effective and proper communication. Although the training participants have different cultural background with Australians, obviously they are competent enough to conduct intercultural communication especially in social formal context. However, in social informal context, they are not competent enough. The training participants are competent in social formal context because they are helped by education setting that accommodative and tolerance towards their weaknesses compared to social informal context.
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Álvarez Pinto, José Antonio, María Elena Gómez Parra, and Cristina Aránzazu Huertas Abril. "Las etnomatemáticas y su influencia en el desarrollo de la competencia cultural." CULTURA EDUCACIÓN Y SOCIEDAD 11, no. 2 (2020): 237–50. http://dx.doi.org/10.17981/cultedusoc.11.2.2020.15.
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La escuela del siglo XXI incluye el enfoque intercultural con el objetivo de que la educación del individuo sea integral. En este sentido, muchas de las metodologías y dinámicas de aula no son las más adecuadas para abordar dicho objetivo con plenitud. Este estudio propuso el seguimiento de cinco grupos de estudiantes de Educación Primaria con el objetivo de medir las diferencias significativas por razón de sexo, si las hubiere y comprobar si la práctica de las etnomatemáticas como herramienta didáctica mejora el conocimiento, las habilidades y las actitudes interculturales entre el estudiante participante para mejorar así sus competencias interculturales. Para el desarrollo de la intervención se ha utilizado la traducción de una rúbrica perteneciente a la Association of American Colleges and Universities mediante el método Delphi, (Rubric, 2010) con el objetivo de valorar la competencia intercultural del alumnado antes y después de la implementación de las etnomatemáticas. Tras la intervención educativa, se observó que no existían diferencias significativas en cuanto al género del estudiante participante y, sin embargo, sí se produjeron diferencias significativas en la mejora de su competencia intercultural, Se concluye que la implementación de las etnomatemáticas tiene un efecto positivo en las aulas de Educación Primaria para la mejora de la competencia intercultural de los estudiantes y que, por tanto, resulta una herramienta útil que puede ser incorporada con facilidad en muchos métodos y enfoques pedagógicos (por ejemplo, AICLE).
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Agdanli, Aslihan. "La dimensión intercultural de las actividades de los manuales de español de los negocios del nivel B2-C1 del MCER." Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, no. 2 (December 30, 2013): 7. http://dx.doi.org/10.17345/rile2.7-30.
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El propósito del presente trabajo es dar a conocer los resultados de una investigación llevada a cabo para analizar cómo el planteamiento metodológico de las actividades de cultura de los manuales contribuyen al desarrollo de la competencia intercultural del alumno. Para ello, se han analizado siete métodos de enseñanza-aprendizaje de español de los negocios del nivel B2-C1 del MCER, publicados en España entre los años 2003 y 2010 prestando especial atención a aspectos como el procedimiento discente mediante el que se aborda el conocimiento en las actividades, las estrategias interculturales promovidas o los intercambios interculturales planteados. El análisis de los manuales me permite concluir que el planteamiento metodológico de las actividades, en general, no es adecuado para activar las habilidades y actitudes interculturales del alumno que le permitan llegar a conformar una identidad pluricultural. Por otro lado, los procesos interculturales implicados en las actividades tampoco son muy significativos para favorecer el desarrollo de la consciencia intercultural del alumno.
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Yuzar, Ella. "“Am I Being Rude”: Exploring Indonesian Students’ Intercultural Communicative Competence in Inner Circle Countries." Lingual: Journal of Language and Culture 13, no. 1 (2022): 18. http://dx.doi.org/10.24843/ljlc.2022.v13.i01.p02.
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Studies in Intercultural Communication Competence (ICC) has been extensively investigated by numerous experts in the last decade. Some models and approaches have been constructed to the purposes of developing individuals’ competency in intercultural communication context. However, some problems occurred due to cultural discrepancy. The purpose of this study is to explore strategies being used by Indonesian postgraduates’ students to be inter-culturally and communicatively competent. Interviews session (adopted from Fantini’s conceptual framework) with sixteen Indonesian students have been conducted to scrutinise their personal experienced and awareness in intercultural communication setting. Despite the fact that the existences of cultural diversity in inner circle countries, Indonesian students have attempted to exposure more in intercultural interaction. They converged themselves with other international students as well as with locals in the community. From a critical perspective, this study suggested that Indonesian students should attempt to shift out from their ‘very own’ circle. Equally significant, to be more open to initiate more deep conversation and involve in a more interactive, intercultural communication settings, with other students from different countries.
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Mirzaakhmedova, Makhliyo. ""FORMATION OF INTERCULTURAL COMPETENCE OF A LAWYER IN TEACHING A FOREIGN LANGUAGE (IN AN EXAMPLE OF TSUL)"." Jurisprudence 2, no. 3 (2022): 176–84. http://dx.doi.org/10.51788/tsul.jurisprudence.2.3./ankt8803.
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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.
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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 (2022): 14–22. http://dx.doi.org/10.32996/jlds.2022.2.3.3.
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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.
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Levine, Kenneth J., and Michelle E. Garland. "Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication." Journal of International Students 5, no. 2 (2015): 175–87. http://dx.doi.org/10.32674/jis.v5i2.433.
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This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.
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Cartwright, Chris, Michael Stevens, and Katharina Schneider. "Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (2021): 82–105. http://dx.doi.org/10.36366/frontiers.v33i1.521.
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Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers
 learners and instructors insights on where students are, where they wish to grow, and the success of treatment
 outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter
 cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.
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Ivenz, Petra, and Eva Reid. "Development of Students’ Intercultural Communicative Competence via Creating Their Own Cultures." Journal of Language and Cultural Education 10, no. 1 (2022): 61–69. http://dx.doi.org/10.2478/jolace-2022-0006.
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Abstract One of the long-term aims of the European Union is to incorporate intercultural education into lessons in foreign languages. However, studies have shown that teachers of foreign languages often do not know what intercultural teaching involves and are themselves not interculturally competent. The aim of an elective course Intercultural training in a teacher training study program is to develop students’ intercultural communicative competences (ICC) and to teach them various teaching techniques and activities for the development of ICC. An activity for this intervention is called Aliens, where students were creating their planets (cultures) with sociocultural and historical foundations and sociolinguistic and pragmatic aspects of their newly developed cultures. Four lessons focused on intercultural topics such as greetings, addressing, non-verbal communication, small talk, punctuality, diversity, etc. were conducted before the intervention. The main aim of this intervention was to develop intercultural communicative competences (awareness, sociocultural knowledge, sociolinguistic and pragmatic competences) and positive attitudes towards difference and respect for other cultures. The intervention was conducted via four-step action research and it was evaluated as very successful, as students were able to reflect on their own and other cultures, and showed open-mindedness, curiosity, and acceptance toward foreign cultures.
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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 (2014): 53–65. http://dx.doi.org/10.5604/01.3001.0009.3129.
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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.
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Johnson, Anne. "A Theoretical Basis for Addressing Culture in Undergraduate Mining Education." International Journal of Engineering, Social Justice, and Peace 7, no. 1 (2020): 1–20. http://dx.doi.org/10.24908/ijesjp.v7i1.13586.
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Communicating across cultural difference is a challenge for the mining industry as its attempts to gain social licence to operate in the traditional territories of Indigenous peoples. Industry organizations affirm their intention to respect communities and to develop mutually beneficial relationships, but because an understanding of culture is not a part of the mining engineer’s expertise, this goal cannot be fully realized. The undergraduate mining curriculum could address this deficiency through a critical study of culture and development of the dialogic communication skills associated with intercultural competence.
 Arguing that the epistemology of engineering is problematic in the cultural encounter, this paper examines, the ways in which disciplinary culture is transmitted and mechanisms for cultural change. With the objective of producing interculturally competent mining engineers, it outlines application of critical theories to deconstruct the hegemony of engineering knowledge and of communication theories to support a culturally-competent and effective approach to knowledges.
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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.
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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
 The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
 The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
 The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
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Arza Porras, Javier, and María Félix Rodríguez Camacho. "Competencia intercultural profesional en la atención socio-sanitaria a la población gitana en España." Alternativas. Cuadernos de Trabajo Social, no. 26 (December 22, 2019): 59. http://dx.doi.org/10.14198/altern2019.26.03.
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El Pueblo Gitano es uno de los sectores de las sociedades europeas más afectados por la exclusión social y las desigualdades en salud. En este estudio cualitativo se han analizado las claves para mejorar las competencias interculturales en la atención a la población gitana desde los servicios de salud. Se han realizado 29 entrevistas semiestructuradas a profesionales sociales y sanitarios y 67 a pacientes de etnia gitana. En los resultados se vislumbran dos modelos contrapuestos (modelo de apertura versus modelo de bloqueo), hilvanados en torno a discursos y prácticas como la conciencia intercultural, la mirada integral, las actitudes empáticas, la humanización de la atención, la construcción de alianzas o la proactividad. Las claves para el desarrollo de la competencia intercultural, presentadas en este artículo, pueden ser de utilidad para el diseño de actuaciones formativas y de adaptación intercultural de los recursos.
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Macías Sera, Raisa, and Isel Ramírez Berdut. "METODOLOGÍA PARA FAVORECER LA COMUNICACIÓN INTERCULTURAL EN INGLÉS EN ESTUDIANTES DE LA CARRERA DE HOTELERÍA DE LA UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ, ECUADOR." Revista Cognosis. ISSN 2588-0578 1, no. 1 (2017): 33. http://dx.doi.org/10.33936/cognosis.v1i1.229.
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La competencia intercultural se ha incorporado en los últimos años al discurso de la didáctica de las lenguas extranjeras. Es interés de los estudiosos buscar estrategias para promover el intercambio respetuoso entre los aprendices de una lengua extranjera y los nativos, y su inserción al nuevo contexto; así como establecer un clima distendido entre quienes trabajan con visitantes extranjeros y aquellos que visitan una región por interés profesional o turístico. La metodología y el conjunto de tareas comunicativas para la enseñanza de inglés que se aplica a estudiantes de 4to semestre de la carrera de Ing. en Empresas Hoteleras en la Universidad Laica Eloy Alfaro de Manabí- Bahía de Caráquez, tienen como propósito el desarrollo de la comunicación oral intercultural relacionado con la proyección profesional de los estudiantes debido a su encuentro con turistas y colegas provenientes de países anglo parlantes. La metodológica aplicada consta de tres etapas estrechamente relacionadas, Diagnóstico, Ejercitación y Evaluación apoyada en un conjunto de tareas comunicativas interculturales que favorecen la comunicación oral intercultural y el intercambio respetuoso entre los estudiantes y los colegas o turistas.
 PALABRAS CLAVE: interculturalidad; tareas comunicativas; diagnóstico; turismo.
 ABSTRACT
 The Intercultural competence has been incorporated to didactics in recent years to address the teaching of foreign languages. It is interest of scholars to seek strategies to promote friendly exchanges between learners of a foreign language and natives, as well as their integration into the new context. It is intended for researchers, a relaxed atmosphere among those working with foreign professionals and those visiting a region. The methodology and the set of tasks for teaching English to students in 4th semester in hotel companies at Eloy Alfaro University in Bahia de Caráquez.is with the purpose to develop the intercultural oral communication related to professional projection because students need to meet with colleagues and tourists from English speaking countries. The methodology consists of three closely related stages, assessment, practice and evaluation supported by a set of intercultural communicative tasks that promote intercultural oral communication and respectful exchange between students and colleagues or tourists.
 KEYWORDS: Intercultural competence; communicative tasks; tourism; assessment.