Bibliographies thématiques / Intercultural ministry

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Littérature scientifique sur le sujet « Intercultural ministry »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 15 février 2022

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Articles de revues sur le sujet "Intercultural ministry"

Garland, Diana S. Richmond. "Book Review: III. Ministry Studies: Intercultural Interactions: A Practical Guide." Review & Expositor 86, no. 4 (1989): 682. http://dx.doi.org/10.1177/003463738908600480.

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Leung, Beatrice. "Book Review: Chinese Women in Christian Ministry: An Intercultural Study." China Information 20, no. 2 (2006): 320–21. http://dx.doi.org/10.1177/0920203x06066507.

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Frost, Molly Spitzer. "Book Review: Chinese Women in Christian Ministry: An Intercultural Study." International Bulletin of Missionary Research 30, no. 1 (2006): 48–49. http://dx.doi.org/10.1177/239693930603000121.

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Garland, Diana S. Richmond. "Book Review: IV. Ministry Studies: Handbook of International and Intercultural Communication." Review & Expositor 88, no. 2 (1991): 240–41. http://dx.doi.org/10.1177/003463739108800237.

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Balisky, E. Paul. "Book Review: Encountering Missionary Life and Work: Preparing for Intercultural Ministry." Missiology: An International Review 37, no. 3 (2009): 422. http://dx.doi.org/10.1177/009182960903700319.

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Singh, Manjet Kaur Mehar, Fatin Najwa Amelia Marsani, Paramaswari Jaganathan, and Ahmad Sofwan Nathan Abdullah. "An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students." English Language Teaching 10, no. 1 (2016): 26. http://dx.doi.org/10.5539/elt.v10n1p26.

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As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research

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Kirby, Jon P. "Language and Culture Learning IS Conversion … IS Ministry." Missiology: An International Review 23, no. 2 (1995): 131–43. http://dx.doi.org/10.1177/009182969502300201.

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Today, learning languages and cultures is more important than ever before, especially for the missioner. A new brand of multi-cultural missioner is needed: one who ministers cross-culturally as a bridge builder, a catalyst, an innovator, an explorer, and a friend of the poor. Learning languages and cultures, and becoming bi-cultural are more than a preparation for intercultural ministry—they are already ministry. By this learning process missioners grow in a new faith as they explore new realities, expand their horizons, and experience new bi-cultural identities. The “learner role” nourishes t

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Deswila, Nurhamsi, Martin Kustati, Yunisrina Qismullah Yusuf, Raja Nor Safinas Raja Harun, Besral -, and Rehani -. "CULTURAL CONTENTS IN THE ELT TEXTBOOK PREPARED BY THE INDONESIAN MINISTRY OF EDUCATION FOR SECONDARY SCHOOLS." Journal of Nusantara Studies (JONUS) 6, no. 1 (2021): 222–41. http://dx.doi.org/10.24200/jonus.vol6iss1pp222-241.

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Background and Purpose: Learning materials are powerful resources in facilitating students’ intercultural communication competence; therefore, this study aims to investigate the cultural contents presented in the textbook for Year 11 students in Indonesian secondary schools. Methodology: This study employed a content analysis approach based on the framework by Cortazzi and Jin (1999). The texts, dialogues and images in the textbook were analyzed to understand which culture they represent. Findings: The textbook contains elements of the target culture, native culture and other international cul

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Zhang, Leticia-Tian, and Daniel Cassany. "The ‘danmu’ phenomenon and media participation: Intercultural understanding and language learning through ‘The Ministry of Time’." Comunicar 27, no. 58 (2019): 19–29. http://dx.doi.org/10.3916/c58-2019-02.

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While research on Western multimedia platforms, such as YouTube, is prolific and interdisciplinary, Asian portals remain unknown. We explore this field by analyzing the juvenile and intercultural uses of a popular visualization system in Japan and China, known as “danmaku” or “danmu”. This technology inserts dynamic and contextualized comments on a photogram, with several typographical possibilities. Based on a corpus of 1,590 comments on “The Ministry of Time,” collected from a fandom platform with millions of users, we analyzed the topics that arouse the most interest among Chinese fans. We

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Ookawa, Kouki. "Cultural education through the high school level English textbooks." Journal of Language and Cultural Education 3, no. 3 (2015): 95–103. http://dx.doi.org/10.1515/jolace-2015-0023.

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Abstract It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and beyond. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology in Japan from the perspective of intercultural understanding. First, it elucidates the types of articles, the countries materials deal with, and the purposes of the materials used in the books. Then it considers important elements of intercultural education. The result of the research shows

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Thèses sur le sujet "Intercultural ministry"

Huard, Geoff. "Ministry education for the new frontier : a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Huard, Geoff. "Ministry education for the new frontier a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Matthews, Christopher J. "Mobilizing Spanish believers for cross-cultural ministry." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Stallter, Thomas M. "An orientation to intercultural ministry in the Central African Republic and Chad." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Searing, Reatha Heinl. "Christian and Missionary Alliance marriage encounter ministry." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0618.

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Stern, Ryan K. "The challenge of contextualization in Muslim ministry." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2008. http://www.tren.com.

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Rayford, Vernon Alvin. "A cross cultural communication model of ministry." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Ray, David W. "Establishing national intercultural ministry training in a resistant context towards effectiveness, sustainability and broad-based support /." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Strahm, Richard L. "Equipping and mobilizing teams of Filipino lay-ministers for church planting." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Thesis (D. Miss.)--Western Seminary, Portland, Or., 2000.<br>Abstract. "Included with the product is the 147-page Institute of Church Planting Training Manual, titled, 'An introduction to Team Church Planting.' The manual is a step by step guide to church planting and reproduction of churches."--Abstract. Includes bibliographical references and index.

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McDowell, Bruce A. "Evangelism resources for international student ministry." Theological Research Exchange Network (TREN) Access this title online, 1991. http://www.tren.com/search.cfm?p036-0120.

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Livres sur le sujet "Intercultural ministry"

Aldredge-Clanton, Jann, and Grace Ji-Sun Kim. Intercultural ministry: Hope for a changing world. Judson Press, 2017.

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Steffen, Tom A. Encountering missionary life and work: Preparing for intercultural ministry. Baker Academic, 2007.

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Steffen, Tom A. Encountering missionary life and work: Preparing for intercultural ministry. Baker Academic, 2008.

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Litteral, Robert L. Community partnership in communications for ministry. The Billy Graham Center, 1988.

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Lingenfelter, Sherwood G. Agents of transformation: A guide for effective cross-cultural ministry. Baker Books, 1996.

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Best practices for shared parishes: So that they may all be one. United States Conference of Catholic Bishops, 2014.

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1948-, Corwin Gary, and McGee Gary B. 1945-, eds. Encountering missions: A biblical, historical, and practical introduction. Baker Academic, 2003.

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1937-, Hall Douglas, Agosto Efrain, and Jackson Bruce W, eds. Seek the peace of the city: Reflections on urban ministry. Eerdmans, 1995.

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Serio, Giuseppe. Per una scuola costituente: La sfida dell'educazione interculturale e i progetti del MPI. Bulzoni, 1995.

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1933-, Monsma Timothy M., ed. Cities: Missions' new frontier. Baker Book House, 1989.

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Chapitres de livres sur le sujet "Intercultural ministry"

Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).

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"Dark Days in Intercultural Ministry:." In Empowering Transformation. Fortress Press, 2018. http://dx.doi.org/10.2307/j.ctv1ddcs88.8.

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"Dark Days in Intercultural Ministry:." In Empowering Transformation. Fortress Press, 2018. http://dx.doi.org/10.2307/j.ctv1ddcs88.8.

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Solerti, Paola. "Educazione linguistica inclusiva e Language Teacher Cognition Proposta di uno strumento di indagine e alcuni dati da un’indagine in Lombardia." In SAIL. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-477-6/008.

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Italy has always been a multilingual country. Over the past fifty years, globalisation has brought a new multilingualism to schools. During approximately the same time span, many scholars and linguists have outlined a vision of language education as a global process, which has gradually found its way into Italian Ministry of Education documents. The implementation of language education, however, is ultimately entrusted to teachers and is therefore conditioned by their ‘language teacher cognition’. This contribution, based on data derived from a larger survey conducted in Lombardy, focuses on teachers’ attitudes to and opinions about pluringual and pluri/intercultural activities.

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Murakami, Charlotte. "Japan’s Overseas School System." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/7.

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This chapter will be of interest to families with children who plan to leave Japan; especially those that intend to return and have their children re-enter the school system. In this chapter, I will outline a brief history of the system of Japanese schools (nihonjingakko or nihongakko for short) and the Japanese supplementary schools (hoshujugyoko or hoshuko for short). I will also touch upon the matter of private schools (shiteizaigaigakko). Nearly all of these schools have been set up overseas under the auspices of the Japanese Ministry of Education, and those set up independently have typically sought its approval and support. While some countries support and provide schooling overseas, none appear to match the sheer scale of Japan’s centrally controlled network of overseas schools. For Japanese and international families living outside Japan, these schools serve as a valuable means for their children to maintain and develop their Japanese literacy (kokugo) and to keep them in touch with Japanese culture. In this chapter, I will focus on the re-establishment of Japan’s overseas schooling network in the 1970s and explain how it operates. I will then identify key changes that have taken place since the 1990s. Understanding this recent history will profit sojourning and migrating families who are considering what educational path to take for their children.

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Davies, Michael James. "CLIL in the Japanese University Context." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch002.

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The Japanese education system is currently in the midst of reforms, particularly with regards to way the English language is taught. At the university level, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) is not only endeavoring to improve Japanese students' proficiency in English but also their intercultural communicative competence. This comes at a time when universities in Japan are trying to enhance their international competitiveness in an increasingly globalized world. The chapter argues that the approach to English education known as content and language integrated learning (CLIL), and the principles on which it is based, will help to address many of these issues of concern. By adopting this approach, not only will students be exposed to a more motivating learning experience, they will also be encouraged to critically examine issues from different cultural standpoints. Finally, the chapter examines instances of CLIL in Japanese universities where it is already being used, as well as effective ways in which it can be implemented from now on.

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Premat, Christophe Emmanuel. "The Praxis of Cultural Narratives in International Mobility." In Advances in Media, Entertainment, and the Arts. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4903-2.ch008.

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Many discourses encourage the international mobility of students as a proof of intercultural openness. The studies abroad are included in all the curricula and satisfy the international profile of future candidates coming in the labour market. In this context, the international mobility of high school pupils is also promoted to acquire a form of personal autonomy with the acquisition of a new language. There is a strong mobility of international pupils that spend a year abroad in another educational system. In Sweden, the choice of a high school depends on the grades obtained earlier but also on what the high schools offer in terms of short international mobility (study trip to England). The programme “One Year in France/Spain/Germany/Austria” was created at the end of the 1980s with the board of international programmes from the Swedish Ministry of Education, some embassies and cultural centres from the concerned countries, the Swedish Institute in Paris. The chapter analyzes the narratives of the students who took part in the programme.

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Santipolo, Matteo, and Benedetta Garofolin. "Potenziare la lingua dello studio per gli allievi di origine straniera Il Service Po.Li.S. del Rotary Club di Rovigo." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/023.

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The most recent data available from the Ministry of University and Research (2017) confirm that in Italy, students of foreign origin who have reached the age of secondary school still prefer to enrol in technical and professional institutes rather than in high schools. The same data also reveal how their school performance tends to be on average lower than that of their peers not of foreign origin, especially in scientific or technical subjects. Very often, the causes of this are to be found in a not yet adequate level of CALP. In this paper we illustrate a project (Po.Li.S.: Potenziamento Lingua dello Studio), the purpose of which was to improve the CALP of these students and in so doing their overall school results and motivation to study.

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