Gotowe bibliografie tematyczne / Multicultural families

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Gotowa bibliografia na temat „Multicultural families”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Multicultural families"

Thompson, Aaron, Bron B. Ingoldsby i Suzanna Smith. "Families in Multicultural Perspective". Family Relations 45, nr 3 (lipiec 1996): 353. http://dx.doi.org/10.2307/585513.

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Dickey, Robert J. "“Multicultural families” in Asia". JOURNAL OF SOCIAL SCIENCES 33, nr 2 (31.12.2014): 181. http://dx.doi.org/10.18284/jss.2014.12.33.2.181.

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Schneider, Dona. "Families in multicultural perspective". Social Science & Medicine 42, nr 12 (czerwiec 1996): 1747–48. http://dx.doi.org/10.1016/0277-9536(96)83461-7.

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Lee, Soo Jung, Kyung Eun Jahng i Koeun Kim. "Light and shade of multicultural education in South Korea". Journal for Multicultural Education 14, nr 2 (13.04.2020): 149–61. http://dx.doi.org/10.1108/jme-11-2019-0081.

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Purpose This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture. Design/methodology/approach This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame. Findings First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate. Research limitations/implications Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture. Originality/value The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.

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김혜미 i 문혜진. "School Adjustment: Comparing Children from Multicultural Families and Children of Non-Multicultural Families". Korean Journal of Social Welfare 65, nr 4 (listopad 2013): 7–31. http://dx.doi.org/10.20970/kasw.2013.65.4.001.

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Chang, Jen-Ho, Chin-Chun Hsu, Nai-Hua Shih i Hsueh-Chih Chen. "Multicultural Families and Creative Children". Journal of Cross-Cultural Psychology 45, nr 8 (5.06.2014): 1288–96. http://dx.doi.org/10.1177/0022022114537556.

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Ali, Suki. "Multicultural families: Deracializing transracial adoption". Critical Social Policy 34, nr 1 (25.07.2013): 66–89. http://dx.doi.org/10.1177/0261018313493160.

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Chappel, Jacquelyn. "Engaging Multicultural and Multilingual Families". Multicultural Perspectives 23, nr 2 (3.04.2021): 127–28. http://dx.doi.org/10.1080/15210960.2021.1914624.

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Drolet, Marie, i Hindia Mohamoud. "Gender relations in Canadian multicultural families". Social Work and Social Sciences Review 16, nr 1 (1.01.2012): 48–66. http://dx.doi.org/10.1921/603160105.

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Sexton, David, Marcia Lobman, Theresa Constans, Patricia Snyder i James Ernest. "Early Interventionists Perspectives of Multicultural Practices with African-American Families". Exceptional Children 63, nr 3 (kwiecień 1997): 313–28. http://dx.doi.org/10.1177/001440299706300302.

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This study examined the multicultural practice perspectives of 170 early interventionists serving African-American children and families in a southern state of the United States, in relation to the requirements of Part H of the Individuals with Disabilities Education Act. Results of the Early Intervention Multicultural Practices Survey indicated that these participants were positive about the multicultural nature of their individual and agency practices. Participants were less favorable, however, in their ratings of systemic support for multicultural practices. Differences were found for multicultural practice perspectives based on reported racial or cultural self-identification. The results support innovative and systematic inservice multicultural training that includes administrators.

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Rozprawy doktorskie na temat "Multicultural families"

Krikeli, Juliet Norma Victoria. "A study of families and children in a multicultural milieu". Thesis, Brunel University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324665.

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Lee, Chang Young. "Married migrant women living within Korean multicultural families : a pastoral narrative perspective". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/40206.

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This research seeks to adopt a post-foundationalist practical theology paradigm, as discussed by J C Müller, in order to create a bridge between the three concepts of the pastoral care perspective, the narrative perspective based on social-constructionism and post-foundationalism. Furthermore, I made use of Müller’s seven movements of methodology which laid a strong foundation to base my research on regarding married migrant women living within Korean multicultural families. Korean society which is a homogeneous culture is currently facing many challenges as a result of becoming more and more multicultural. These multicultural issues are becoming major social and political issues in South Korea. The main reason that South Korean society has become more multicultural is because of intercultural marriages which have also resulted in an increase in multicultural families. These migrant women are faced with many kinds of discrimination and prejudice as a result of their different appearance, culture and language. Furthermore, Korean culture often deprives women of having any position above men especially once they are married. After being married a woman should become invisible, voiceless, and nameless in order to become culturally acceptable. This often results in a migrant woman feeling stressed, fearful, isolated and alone which often results in the development of a low self-esteem, a lack of self-confidence and a low self-image. In my research, I sought to listen to and identify the stories of migrant women, namely foreign women who have married Korean men with a focus on the impact on their identities within a Korean multicultural family through a narrative perspective in order to have a positive growth and outcome from their intercultural differences within South Korea. I decided to view my co-researchers not as co-researchers but as companions on a journey which we could undertake together. The use of the metaphors ‘journey’ and ‘companions’ seemed to give my companions the freedom to speak more openly and placed us on an equal level. Furthermore, I not only discovered my companions’ identities through their own stories, but also developed my companions’ true identities/multi-identities through the broader, inter-relational stories of other people within multicultural communities through a six step process of Listening to the voice, Gaining voice, Giving voice, Finding alternative voice, Retelling voice and Creating future voice. I made use of the narrative approach in order to listen to my companions so that a unity would exist between their past, present and future stories. As I listened to the stories of my companions from a narrative perspective new possibilities were opened which lead to alternative and future stories. Furthermore, my companions were given the opportunity to find themselves and make new identities on the real journey of life. Through the process of my research I also developed a multicultural identity model specifically for married migrant women in South Korea, but ultimately the purpose of my research was not to show or develop a multicultural identity model regarding migrant women, but was more to help these migrant women find their identities themselves and in this become self-empowered to become contributors to Korean society.
Thesis (PhD)--University of Pretoria, 2014.
gm2014
Practical Theology
unrestricted

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Freelove, Patricia Pina. "Parent involvement for Hispanic families". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/824.

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Brewer, Jong Y. "Language Loss in Korean-American Biracial/Bicultural Military Families". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/252832.

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This qualitative case study investigates key reason(s) for Korean language loss among Korean-American children raised in mixed-race military families where the mother is a Korean immigrant of middle school or lower educational background and the father is an American Serviceman. A secondary purpose is to discover some effects of Korean language loss on the participant's identity (cultural and social) and effects on relationships between children and mothers. This study focuses on four Korean-Americans---three biracial participants, and one monoracial, adopted participant (ages 21 to 28). I record the phenomena of language loss, using the participants' voices. The three data sources include: interviews, follow-up discussions, and field notes. Major findings show: (1) that the decision to drop Korean language maintenance was made deliberately by one or both parents based on what the father considered best for the welfare of the child in U.S. schools. (2) The participants most traumatized by Korean language loss found it hard to identify with any group socially. (3) Those participants not consciously traumatized by Korean language loss claimed a Korean social identity. (4) All participants' mothers preferred to isolate themselves in the family or among Korean friends who spoke little English. (5) All participants noted frustrations in the mother-child relationship. (6) The children recognized it was easier to communicate with their absent military fathers even if they did not necessarily "get along" well with Dad once he returned home.

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Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.

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While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008.

This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that members in these families experience through their schooling and in accessing higher education.

This qualitative comparative case study examined the experiences of three Southern Californian families, consisting of one undocumented student in higher education, undocumented parents, and at least one documented student currently attending high school. This study examined, compared, and contrasted the experiences of 14 different participants and their schooling experiences.

Major findings in this study revealed that being in a mixed citizenship status family affects different relationship factors and experiences that ultimately impact the documented and undocumented individuals psychologically and academically. Such experiences have the potential of impacting their schooling experience and access to higher education. In this study, changes in policy have had ripple effects that are experienced by youth in very personal ways that have impacted their development and access to higher education. The study revealed that, whether documented or undocumented, all members experienced psychological effects that have affected their access to higher education.

Findings in this study discovered the impact of changes in policy, how mixed citizenship status families affect the educational trajectories for all members of the family, parental involvement in school, the psychological stressors that affect documented siblings, as well as undocumented, and the ways in which documented siblings may defer their own college experiences in order to keep a pace with their siblings among other findings.

This study concludes with recommendations for policy and practitioners in the educational field, including suggestions for a more comprehensive immigration policy to include citizenship access for undocumented students and their parents, improvements in the enforcement of labor laws, and professional development for teaching educators about the mixed citizenship status family, promoting home to school relationships, and supplying these families with resources to navigate and widen the pipeline into higher education.

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Pollisco, Mary Jane 1964. "American Sign Language intervention with deaf children of monolingual Hispanic families: A case study". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278248.

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Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family.

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Park, Yunjoo. "Sojourner families' perceptions of bilingual/bicultural development in school-age children an exploration of the experiences of Korean graduate student families while residing in the United States /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204305.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0064. Advisers: Martha Nyikos; Sharon L. Pugh. "Title from dissertation home page (viewed Jan. 22, 2007)."

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Behnke, Joseph. "School in the lives of immigrant students and their families a critical review of the literature /". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Behnke_JMITthesis2009.pdf.

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Nielson, Aleene Black. "Demographic characteristics of families of children placed in programs for the gifted in a large multicultural school district". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186413.

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Children from divergent populations are not equitably represented in programs for the gifted. A commonly cited cause is over-reliance on standardized test scores. An equally important cause may be that children, who do not fit the profile of a "typical" gifted child created by Terman (1925), seldom are referred for assessment. Terman's research has been sharply criticized for bias in selection procedures, but his conclusions are still generalized to all gifted children. In traditional identification procedures, nomination is based, consciously or subconsciously, on a definition of giftedness and "typical" characteristics described by Terman. Expanded assessment procedures were implemented in targeted schools in a large southwestern school district to increase representation of children from minority populations. As other schools in the district continued to use traditional procedures, a unique opportunity arose to compare characteristics of families of gifted children from targeted and nontargeted schools. Data were collected from families (N = 150) of children placed in first or second grade classes for the gifted during the past two years. Questions were designed to elicit information in categories similar to those used by Terman in 1921-22 and compatible with statistics reported in the U.S. census. Four groups of variables were investigated and comparisons made (a) between the families of gifted children in Targeted and Nontargeted Groups, (b) between Targeted, Nontargeted, and Terman Groups, and (c) between families in Targeted and Nontargeted Groups and families in the community population. Results show the Targeted Group differs significantly from the Nontargeted Group in economic, ethnic/cultural, and educational experience variables. The groups do not differ in family constellation variables. Clear differences exist between the Targeted and Terman Groups in all variables; the Nontargeted and Terman Groups are similar in economic and educational attainment variables. With the exception of higher minority representation in the Targeted Group, that group and the community population are similar. The Nontargeted Group differs from the community population in all economic variables and educational attainment, a result that supports charges of bias in traditional identification procedures. Expanded assessment procedures are recommended for more equitable representation of children from all populations in programs for the gifted.

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Oehlschlaeger, Jan Marie. "Intercultural training and international exchange : an exploratory study of the association of intercultural training with hosting goals of American families". PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3897.

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This study investigated the host family experience, specifically examining the goals of host families and intercultural training of host families. It compares the the importance and accomplishment of goals between interculturally trained host families and untrained host families.The focus of the research addressed the following research questions: 1) Do host families who receive intercultural training rate their goals differently than families who do not receive intercultural training? 1a) Do host families who receive intercultural training rate differently the goals in which the student meets intra-family needs than families who do not receive intercultural training? 2) Do host families who receive intercultural training report the level of accomplishment of their goals differently than host families who do not receive intercultural training? 2a) Do host families who receive intercultural training report the level of accomplishment of goals regarding cultural awareness differently than families who do not receive intercultural training? 3) To what extent is there a relationship between trained host family ratings of importance and ratings of accomplishment of goals? 3a) To what extent is there a relationship between untrained host family ratings of importance and ratings of accomplishment of goals?

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Książki na temat "Multicultural families"

Hutchins, Darcy J. Multicultural partnerships: Involve all families. LARCHMONT, NY: EYE ON EDUCATION, 2012.

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Crespi, Isabella, Stefania Giada Meda i Laura Merla, red. Making Multicultural Families in Europe. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3.

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Klassen, Colleen. Families of Vancouver: Our multicultural neighborhood. Vancouver: Mount Pleasant Family Centre, 1990.

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Congress, Elaine P., i Manny John González, red. Multicultural Perspectives in Working With Families. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826154156.

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Congress, Elaine Piller. Multicultural perspectives in working with families. Redaktor González Manny J. Wyd. 2. New York: Springer, 2005.

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J, González Manny, red. Multicultural perspectives in social work practice with families. Wyd. 3. New York: Springer Pub. Company, 2013.

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Latino families in therapy: A guide to multicultural practice. New York: Gulford Press, 1998.

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J, Gomes Robert, red. Special words: A story about multicultural families and their pets. Middleborough, Mass: Rock Village Publishing, 2007.

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Alperson, Myra. Dim Sum, bagels, and grits: A sourcebook for multicultural families. New York: Farrar, Straus and Giroux, 2001.

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Congress, Elaine P., i Manny J. González, red. Multicultural Perspectives in Social Work Practice With Families, Third Edition. New York, NY: Springer Publishing Company, 2012. http://dx.doi.org/10.1891/9780826108302.

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Części książek na temat "Multicultural families"

Ford, Donna Y. "Racially and Culturally Different Families of Gifted Students". W Multicultural Gifted Education, 247–64. Wyd. 2. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-9.

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Giada Meda, Stefania, i Isabella Crespi. "Transnational and Mixed Families: Key Issues and Emerging Trends". W Making Multicultural Families in Europe, 1–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_1.

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Hărăguș, Mihaela, i Viorela Telegdi-Csetri. "Intergenerational Solidarity in Romanian Transnational Families". W Making Multicultural Families in Europe, 161–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_10.

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Juozeliūnienė, Irena, Irma Budginaitė i Indrė Bielevičiūtė. "Transnational Families in Lithuania: Multi-dimensionality and Reorganization of Relationships". W Making Multicultural Families in Europe, 179–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_11.

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Isaksen, Lise Widding, i Elzbieta Czapka. "Gender and Care in Transnational Families: Empowerment, Change, and Tradition". W Making Multicultural Families in Europe, 197–214. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_12.

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Sokolowska, Beata. "‘Not Fit for Migration with Teenage Children’: Polish Transnational Immigrant Families in Ireland". W Making Multicultural Families in Europe, 215–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_13.

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König, Ronny, Bettina Isengard i Marc Szydlik. "Migration Matters: Insights into Intergenerational Solidarity Patterns in Europe". W Making Multicultural Families in Europe, 233–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_14.

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Fresnoza-Flot, Asuncion, i Laura Merla. "‘Global Householding’ in Mixed Families: The Case of Thai Migrant Women in Belgium". W Making Multicultural Families in Europe, 23–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_2.

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Brahic, Benedicte. "‘Doing Gender’ Across Cultures: Gender Negotiations in European Bi-national Couple Relationships". W Making Multicultural Families in Europe, 39–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_3.

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Apitzsch, Ursula. "Reversal of the Gender Order? Male Marriage Migration to Germany by Turkish Men: New Forms of Gendered Transnationalization of Migrant Offsprings in Germany". W Making Multicultural Families in Europe, 55–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-59755-3_4.

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Streszczenia konferencji na temat "Multicultural families"

Kim, Changsuk, i Byung Rock Yoon. "AN IMPROVING IMMIGRANT SETTLEMENT EDUCATION OF MULTICULTURAL FAMILIES USING SOCIAL NETWORK SERVICE". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1194.

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Kim, MyungHee. "The Current Problems of Bilingual Education Programs for Multicultural Families by the Korean Government Departments". W Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.20.

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Konstantinov, V. V., E. A. Klimova i R. V. Osin. "Socio-psychological adaptation of children of labor migrants in the conditions of preschool educational institutions". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.143.155.

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In the modern world, labour migrants come to developed countries with their children, including children of preschool age, in search of better jobs. It is children who are most vulnerable in the framework of the migration process as they need to adapt to life in a new multicultural environment. Today, in fact, there is absence of fundamental developments aimed at solving difficulties of an adaptation process for children of labour migrants who have insufficient experience in constructive sociopsychological interaction and are involved in building image representation systems of significant others and of their own selves. The paper presents results of an empirical study implemented on the basis of preschool educational institutions of the Penza region in which 120 children of labour migrants participated between the ages of 6–7 years. Authors conclude that children of labour migrants are the most vulnerable social group in need of psychological support. Most pronounced destructive impact on a pre-schooler’s personality is expressed in a child-parent relationship. As main effects of a maladaptive behaviour of children from migrant families we can highlight: expressed anxiety, decreased self-esteem, neurotic reactions in social interaction, identification inconsistency, reduced social activity, intolerance of otherness and constant stress due to expectations of failure. Most children from migrant families express decreased or low self-esteem. The nature of a parent-child relationship is expressed in a collective image of a parent, in particular the image of the mother, and acts as an indicator of well-being / dysfunction of a child’s personal development, his attitude to the world and his own self.

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Vong, Meng. "Southeast Asia: Linguistic Perspectives". W GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.

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Traum, Maria. "The influence of technology on conceptualization or new concepts for existing words in English: Familiar concepts and initiating multicultural understanding". W Proceedings of the ITI 2009 31st International Conference on Information Technology Interfaces (ITI). IEEE, 2009. http://dx.doi.org/10.1109/iti.2009.5196143.

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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia i in. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.

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