1,721,003 research outputs found
Intercultural Communication Education
No full textIntercultural Communication Education is an innovative open access journal which aims to make available quality interdisciplinary scholarship on intercultural communication to a broad international readership. The journal aims to showcase work which tackles the complexities of intercultural interaction and challenges existing theoretical perspectives on the role of language and culture in communication, particularly work which generates implications for the teaching and learning of intercultural communication in educational and professional contexts. The journal also aims to present insightful theoretical and empirical work which deals with the question of how individuals in educational and professional contexts develop intercultural capabilities, and how educational content and pedagogical practices can support such development. We strongly welcome submissions that take an interdisciplinary perspective, including papers that explore intercultural issues through the lens of multilingualism
Languages
No full textLanguages (ISSN 2226-471X) is an international, open access scholarly journal whose central concern is the promotion of understanding of the diverse aspects of the world’s languages along four dimensions:
- Languages in the Mind (e.g. psychological and neurobiological perspectives).
- Languages in Space (e.g. geopolitical, sociological, and educational perspectives).
- Languages in Time (including evolutionary, real-time processing, acquisitional and life-span developmental perspectives).
- Languages in Interaction (including perspectives from research on translation, language mixing, cross-language and cross-modal influences and cross-cultural communication).
Languages aims to present discussions and developments of multidisciplinary research and thereby generate broad and practical applications for the study of languages in the world of today. Languages welcomes contributions from scholars and researchers working within any linguistic and theoretical approach. Languages publishes articles, reviews, commentaries, and communications without restrictions on a submission’s length. The working language is English; however, research on all languages is welcome
RICH-ED - Resources for Interculturality in Chinese Higher Education
No full textThis project addresses the need for intercultural learning in Chinese higher education (HE) in view of an enhanced intercultural awareness in interacting with people from diverse backgrounds. By building on the IEREST-project coordinated by the Department of Languages, Literature and Culture of the University of Bologna, RICH-Ed aims at supporting the Chinese partner HEIs in creating a learning environment that empowers students and staff for global engagement. To this end, the partnership will define a pedagogical approach for intercultural learning in Chinese HE; develop, test and adapt instructional materials; and organize trainings for teaching and support staff. The project will produce the following results with respect to intercultural learning in Chinese HE: (1) a description of the current situation and stakeholder analysis; (2) a tested pedagogical approach & methodology; (3) tested and adapted learning materials and teacher support tools for intercultural learning in English courses, and for administrative and management staff; (4) a minimum of 15 trained trainers, 50 teachers, 50 support staff, and 1000 students at the Chinese partner HEIs; (5) and an additional 100 teachers and 1000 students at other HEIs in the Yangtze River Delta and North-East China. Through a continuing engagement with stakeholders at various levels, the project aims to raise a deeper understanding in the country of a non-essentialist approach to interculturality. By making the developed materials freely available on an e-repository, new end-users will be able to benefit after project completion
Language and Intercultural Communication (LAIC)
No full textLanguage & Intercultural Communication promotes an interdisciplinary understanding of the interplay between language and intercultural communication. It therefore welcomes research into intercultural communication, particularly where it explores the importance of linguistic aspects; and research into language, especially the learning of foreign languages, where it explores the importance of intercultural perspectives. The journal is alert to the implications for education, especially higher education, and for language learning and teaching. It is also receptive to research on the frontiers between languages and cultures, and on the implications of linguistic and intercultural issues for the world of work.
The journal seeks to advance a perception of the intercultural dimension of language within a complex and pluralist view of the world. To this end, it seeks always to resist reductive and hegemonic interpretations, and is stimulated by contemporary, critical perspectives in understanding cultural practices and intercultural relationships. Its aspiration to promote an understanding of the position and politics of language(s) in intercultural communication is conceived as a contribution to personal development and to interpersonal understanding, dialogue and co-operation. The journal also seeks to make an effective contribution to disseminating new ideas and examples of good practice in educating students in language and intercultural communication
ATIAH - Approaches and Tools for Internationalisation at Home
No full textThe prime aim of this project is to improve the relevance and quality of European higher education by developing tools for higher Education institutions wishing to review and improve Internationalisation at Home (IaH) practices. On doing so, the project addresses one of the Key Priority Areas of the European Commission’s Communication "European Higher Education in the World": ‘Promoting internationalisation at home and digital learning’ (COM/2013/499). This project brings together a consortium of three European higher education institutions, and 9 Researchers, who have been identified for their research reputation, complementarity of skills and expertise, and commitment to "Internationalisation at Home". The consortium brings together interdisciplinary research perspectives from the fields of Education, Intercultural Communication, Modern Languages, and Engineering Technology
GCMC toolkit - The global citizenship and multilingual competences toolkit
No full textGlobal citizenship education (GCE) is a core part of many contemporary educational policies and is in line with UNESCO’s Sustainable Development Goals. It envisages an active,
empowered role for citizens in sharing a sense of responsibility for global concerns. It strives towards “a common understanding of shared humanity on a fragile planet coupled with a
commitment to addressing social problems through engaged public participation” (Gaudelli, 2016, p. 7). Numerous curricula across the world already include forms of global citizenship
and it is typically situated within transversal competences which are the responsibility of every educator of every subject. Yet, training for GCE remains relatively scarce and it is rarely
systematically part of educational programmes for teacher development.
An often neglected aspect of global citizenship educational programmes is an explicit awareness of linguistic plurality and the integration of plurilingual pedagogies. Yet, as Torpsten
(2011, p. 4) argues, “when skills increase in different languages, [people] become aware of their identities as multilingual persons [as well as] their possibilities of being active,
multicultural, global citizens”. Therefore, one of our key innovative objectives is to explicitly integrate the multilingual perspective into a social justice informed notion of global
citizenship.
Objectives of the project: Our aim is to provide online teacher development resources to support secondary teachers of all subjects in learning ways to integrate GCE goals including
plurlingualism into their daily practice in sustainable ways which will be motivating for them as educators and invaluable for their learners. Our project will create digital resources to
help teachers to understand, gain knowledge about, practice, and integrate global citizenship goals through a plurilingual approach into their teaching practices.
Participants: We seek to address a global population of teachers of all subjects working in primarily secondary, but also tertiary contexts through the website and professional development
resources. An additional audience is teacher educators who may wish to utilize the toolkit in their own education programmes with secondary teachers.
To meet these aims, we will develop three main forms of output. Firstly, we will gather examples of good practice in respect to GCE and plurilingual pedagogies. Based on these, we
will create a framework for teachers to self-assess their competences. The examples of good practice will also form the input basis of our multimodal online course and toolkit for
teacher professional development, which is our second major output. The website, which houses the course, will also facilitate community action by participants who can upload
localizations and subject-specification adaptations and innovations. The final output is an accompanying manual for teacher educators who may wish to adapt the online course and
toolkit for use in their teacher education programmes.
Results and impact: We anticipate that the online course and toolkit will inspire a large number of teachers and teacher educators across the globe and in diverse subject areas to consider how they can contribute to the EDU2030 challenge of meeting the UNESCO Sustainable Development Goals. One key way to do this is through Global Citizenship Education and increased respect
for plurilingual and multicultural diversity. Helping educators to know how to make such goals part of their regular pedagogical practices without it feeling like an additional burden is
key to the success of this vital educational innovation
CLUB working papers in linguistics (CLUB-WPL)
No full textCLUB WORKING PAPERS IN LINGUISTICS (CLUB-WPL) è una collana editoriale a cura del CLUB – Circolo Linguistico dell'Università di Bologna. La collana ospita contributi relativi alle iniziative del CLUB e dei suoi membri. I volumi, sottoposti a una procedura di peer-review, sono pubblicati esclusivamente online – sulla piattaforma AMS Acta dell'Università di Bologna – e sono liberamente accessibili a questo indirizzo: http://amsacta.unibo.it/view/series/CLUB_Working_Papers_in_Linguistics.htm
INTERNAZIONALIZZAZIONE IN LINGUA ITALIANA? IL PUNTO DI VISTA DELLA COMUNITÀ ACCADEMICA SUL MULTILINGUISMO ALL’UNIVERSITÀ DI BOLOGNA
Full text linkLa comunicazione commenta uno dei risultati ottenuti nel corso di uno studio di caso condotto presso l’Università di Bologna, nell’ambito del progetto europeo ATIAH (Approaches and Tools for Internationalisation at Home). L’obiettivo complessivo era indagare come la comunità universitaria locale (studenti, personale accademico e non accademico, responsabili delle politiche educative) concettualizzasse “l’internazionalizzazione a casa” in termini di pratiche esistenti e di prospettive future.L’analisi dei dati – raccolti tramite 9 interviste e 2 focus group – evidenzia che l’internazionalizzazione è percepita dagli intervistati come sinonimo di multilinguismo e di valorizzazione della lingua italiana. Commenteremo questo risultato alla luce del dibattito scientifico sull’internazionalizzazione delle università.
Internationalisation in italian? The point of view of the academic community on multilingualism at the University of Bologna
This paper comments on one of the results of a case study conducted at the University of Bologna as part of the European project ATIAH (Approaches and Tools for Internationalization at Home). The overall objective was to investigate how the local university community (students, academic and non-academic staff, educational policy makers) conceptualized “internationalization at home” in terms of existing practices and future perspectives. The analysis of the data – collected through 9 interviews and 2 focus groups – shows that internationalization is perceived by the interviewees as synonymous with multilingualism and the enhancement of the Italian language. We discuss this result in light of the scientific debate on the internationalization of universities
Study Abroad and Interculturality: Perspectives and Discourses
No full textStudy abroad (SA) as a domain of inquiry in the field of Applied Linguistics has been approached from a variety of different perspectives. Although originally focused on measuring the impact of residence abroad on students’ language development, in the last decade the so-called ‘social’ turn in Second Language Acquisition has brought to the fore the importance of socio-cultural aspects of the students’ experiences (such as the amount of contact they have with the local community, their social networks, etc.). This focus on the students’ entire lived experiences in the destination country opened the door to an increased interest in analysing their language encounters in terms of intercultural learning.
This new domain of investigation in SA research, focused on the students’ opportunities for intercultural development while abroad, is varied in terms of perspectives and discourses, as it catalyses the different interests and viewpoints of the various stakeholders, including educational institutions, international political organisations, teachers or the students themselves. This book gathers some of these voices, with contributions on topics such as the features, dynamics, advantages and shortcomings, preparation needs and pedagogical issues relating to student mobility in terms of the participants’ intercultural learning. This book was originally published as a special issue of Language and Intercultural Communication
Il concetto di ‘cultura’ e l’educazione linguistica interculturale
Full text linkLo scopo delle pagine seguenti è appunto ‘raccontare la storia’ di come il concetto di ‘cultura’ è andato definendosi in seno alla glottodidattica e, in ultima analisi, arrivare a commentare due diverse prospettive teoriche che, chiamate rispettivamente ‘approccio essenzialista o culturalista’ e ‘approccio non essenzialista’ alla cultura, convivono attualmente all’interno della disciplina. In particolare, inizialmente l’articolo introduce l’educazione linguistica interculturale, vale a dire il settore della didattica delle lingue moderne che si occupa delle finalità educative interculturali dell’apprendimento e dell’insegnamento delle lingue straniere (§2). In un secondo momento, dopo aver introdotto una prima definizione operativa di ‘cultura’ (§3), commenta – anche sulla base di esempi – il paradigma essenzialista (§4) e quello non essenzialista (§5), prima di proporre alcune note finali (§6).
Data la vastità e la complessità dell’oggetto di discussione, il presente contributo si limita a considerare per quanto possibile le definizioni date al costrutto di ‘cultura’ entro la sola didattica delle lingue. D’altra parte, come anticipato, a queste ragioni di necessità e opportunità, si aggiunge la precisa volontà di enucleare le caratteristiche principali della disciplina a beneficio di una comunità interdisciplinare, affinché possano contribuire a identificare convergenze e percorsi comuni di ulteriore sviluppo
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