359 research outputs found
Framework for multilingual and intercultural communication competence : bringing forward a pedagogical perspective and assessment for learning
No full textThe fields of intercultural and multilingual communication are in flux, and there is a need to critically view and renew our thinking on the intercultural and multilingual communication competence being taught in higher education (HE). Despite the increasing interest in more critical approaches to intercultural communication and intercultural competence, there remains a lack of clear learning outcomes that would help learners and teachers conceptualise and verbalise what are the competencies they are expected to teach and learn. For HE pedagogical purposes, both learners and teachers would need explicit and clear learning outcomes for students to better reflect on and verbalise what they have learned and how they can operate in diverse contexts and situations after graduating from an institution that promotes internationalisation as a part of its curriculum. In this chapter, we draw from different models, theories, and frameworks of intercultural and multilingual communication competence to create a pedagogical tool and a framework to help teachers and students better reflect, analyse, and verbalise the multilingual and intercultural communication competence needed in an ever-globalising world. We present a definition of multilingual and intercultural communication competence (MICC) and a framework where competence is divided into the elements of motivation and attitudes, skills, and knowledge. The framework also contains learning outcomes that can be applied when assessing MICC. The framework of MICC is not a measuring tool nor is it to be used for summative assessment. We view assessment as assessment for learning and giving and receiving feedback on MICC, which is a
situational, contextual, and life-long process. Through this more critical approach to culture and intercultural communication, we also question the static and evaluative understanding of intercultural communication competence (ICC). The framework highlights issues of language, power, and multilingual communication as a part of the
competence needed when people perceive each other as representing different cultural backgrounds and/or having different linguistic repertoires.Kulttuurienvälisen viestinnän ja kielitieteiden kentillä on meneillään erilaisia murroksia ja muutoksia. Näiden paradigmamuutosten johdosta kieliä ja kulttuureja ei esimerkiksi enää tarkastella ainoastaan yksittäisinä muuttumattomina kokonaisuuksina, vaan ne nähdään muuttuvina ja neuvoteltavina. Muutosten myötä kulttuurienvälisen vuorovaikutuksen ja kielten osaamisen käsitteitä on myös syytä tarkastella uusista näkökulmista. Uuden tutkimuksen valossa esimerkiksi monikielisen vuorovaikutuksen käsite on syytä nivoa osaksi kulttuurienvälisen vuorovaikutusosaamisen käsitettä. Kulttuurienvälisen viestinnän kentällä on esitetty vaihtoehtoisia malleja ja tapoja ymmärtää ja tarkastella vuorovaikutusosaamista, mutta konkreettiset osaamistavoitteet tai osaamisen sanoittamiseen tähtäävät esimerkit ovat vielä harvassa. Korkeakoulukontekstissa ja tilanteessa, jossa opiskelijoiden ensisijaiset tarpeet liittyvät oman monikielisen ja kulttuurienvälisen osaamisen liittämiseksi osaksi muuta akateemista asiantuntijuutta, tarvitaan konkreettisia pedagogisia työkaluja ja välineitä tämän osaamisen sanoittamiseksi ja kehittämiseksi. Tässä luvussa esittelemme monikielisen ja kulttuurienvälisen vuorovaikutusosaamisen viitekehyksen (multilingual and intercultural communication competence, MICC), jonka tavoitteena on auttaa sekä opettajia että opiskelijoita reflektoimaan, analysoimaan ja sanoittamaan opinnoissa ja työelämässä tarvittavaa monikielistä ja kulttuurienvälistä vuorovaikutusosaamista. Sen lisäksi, että luvussa kuvataan, millaisena ilmiönä monikielinen ja kulttuurienvälinen vuorovaikutusosaaminen voidaan nähdä, siinä esitellään erilaisiin tietoihin, taitoihin, sekä asenteisiin ja motivaatioon liittyviä osaamistavoitteita, jotka kaikki voivat osaltaan vaikuttaa monikieliseen ja kulttuurienväliseen vuorovaikutusosaamiseen kulloisessakin tilanteessa ja/tai kontekstissa. Viitekehystä ei ole tarkoitettu formaalin arvioinnin välineeksi, vaan viitekehys toimii osaamisen reflektoinnin ja sanoittamisen apuvälineenä. Arviointi nähdään näin ollen nimenomaan reflektiona ja vertaispalautteena.peerReviewe
Driving and Embracing Change
No full textWhen considering the title of this book, we, as its editors, had to reflect on the notion of change. Change is constant and inevitable, but fundamental changes do not happen overnight. Such changes result from actions and measures that address deep, complex and interrelated systemic issues, and thus require a shift in mindset. Fifty years ago, Gregory Bateson (1972/2000), an early advocate for ecological thinking, warned that solving the challenges facing society requires a re-examination of the ideas that have dominated thought since the industrial revolution. For Bateson, ecological thinking meant more than adding an environmental perspective and implied the need to revisit the core values and principles that form the basis of societies. Similarly, in the field of education, as Selby (2000) has argued, ecological thinking involves a shift to a more holistic worldview and an awareness of the interconnections and interdependencies of power issues influencing culture, development, environmental and social justice, equity, health, and peace, as well as the interplay between our outer and inner worlds and between different disciplinary epistemologies. These ideas have special significance in the dynamic landscape of contemporary higher education, which faces complex challenges and often unforeseen and/or unpredictable changes and events, such as shifts in government policy or the COVID-19 pandemic. The constantly evolving changes necessitate strategic, future-oriented planning and decision-making in addressing the most critical questions relevant to universities today: the provision of education that is accessible and equitable to all and that meets the changing needs of economies and societies; internationalisation and the growing linguistic and cultural diversity at universities alongside the increasing dominance of English in academia; financial sustainability and the increasing competition for funding; technological advancements; and the well-being of both students and staff. These questions are linked to larger social, economic, geopolitical, technological, ideological, and environmental changes, which directly or indirectly influence higher education: intensifying global migration, deepening social inequalities, escalating armed and cyber conflicts and threats, increasing political/ideological polarisation, the proliferation of misinformation and disinformation that diminishes trust in science, ethical issues surrounding AI, and the impending environmental crisis. On a more practical level, interest and investment in learning languages other than English is diminishing. These challenges are relevant in the Finnish higher education context, too, and they require flexibility and continuous adjustments not only in institutional strategies and frameworks but also in mindsets, pedagogical practices, and working cultures
Prime osservazioni sul rapporto tra il reato di “Diffusione illecita di immagini o video sessualmente espliciti” e le libertà di corrispondenza e di manifestazione del pensiero
Get PDFL’articolo concerne il rapporto tra il reato di “Diffusione illecita di immagini o video sessualmente espliciti” (art. 612-ter c.p.) e le libertà costituzionali di corrispondenza (art. 15 Cost.) e di manifestazione del pensiero (art. 21 Cost.). Nello specifico, l’Autore si chiede se il reato di cui all’art. 612-ter incida sulle libertà di cui all’art. 15 e all’art. 21
Cost. Invero, l’unico obiettivo del reo è quello di ledere l’identità morale e l’onorabilità della vittima. Per questo motivo, non deve indurre in errore la circostanza che la condotta descritta dall’art. 612-ter verrà (esclusivamente) posta in essere utilizzando mezzi di comunicazione, deputati alla trasmissione del pensiero. Infatti, l’Autore ritiene che il fondamento costituzionale dell’art. 612-ter c.p. è da rinvenirsi negli artt. 2, 3 e 13 (intesa quale libertà di autodeterminarsi) Cost., mentre la libertà di corrispondenza e la libertà di manifestazione del pensiero non vengono compresse dal reato in esame.The paper concerns the relationship between the crime of “Illicit distribution of sexually explicit images or videos” (Article 612-ter of the Italian Criminal Code) and the constitutional freedoms of correspondence and expression of thought.
Specifically, the Author reflects on whether the offence under art. 612-ter affects the freedoms pursuant to Article 15 and Article 21 of the Constitution. Indeed, the offender’s sole objective is to damage the victim’s moral identity and reputation. For this reason, we should not be misled by the fact that the conduct targeted in Article 612-ter may (exclusively) be implemented using means of communication designed for the transmission of thought. In fact, the Author believes that the constitutional foundation for art. 612-ter of the Italian Criminal Code is to be found in Articles 2, 3 and 13 of the Constitution (regarding the freedom of self-determination), while the freedom of correspondence and freedom of expression of thought are not restricted by the crime in question
Driving and Embracing Change
Get PDFWhen considering the title of this book, we, as its editors, had to reflect on the notion of change. Change is constant and inevitable, but fundamental changes do not happen overnight. Such changes result from actions and measures that address deep, complex and interrelated systemic issues, and thus require a shift in mindset. Fifty years ago, Gregory Bateson (1972/2000), an early advocate for ecological thinking, warned that solving the challenges facing society requires a re-examination of the ideas that have dominated thought since the industrial revolution. For Bateson, ecological thinking meant more than adding an environmental perspective and implied the need to revisit the core values and principles that form the basis of societies. Similarly, in the field of education, as Selby (2000) has argued, ecological thinking involves a shift to a more holistic worldview and an awareness of the interconnections and interdependencies of power issues influencing culture, development, environmental and social justice, equity, health, and peace, as well as the interplay between our outer and inner worlds and between different disciplinary epistemologies. These ideas have special significance in the dynamic landscape of contemporary higher education, which faces complex challenges and often unforeseen and/or unpredictable changes and events, such as shifts in government policy or the COVID-19 pandemic. The constantly evolving changes necessitate strategic, future-oriented planning and decision-making in addressing the most critical questions relevant to universities today: the provision of education that is accessible and equitable to all and that meets the changing needs of economies and societies; internationalisation and the growing linguistic and cultural diversity at universities alongside the increasing dominance of English in academia; financial sustainability and the increasing competition for funding; technological advancements; and the well-being of both students and staff. These questions are linked to larger social, economic, geopolitical, technological, ideological, and environmental changes, which directly or indirectly influence higher education: intensifying global migration, deepening social inequalities, escalating armed and cyber conflicts and threats, increasing political/ideological polarisation, the proliferation of misinformation and disinformation that diminishes trust in science, ethical issues surrounding AI, and the impending environmental crisis. On a more practical level, interest and investment in learning languages other than English is diminishing. These challenges are relevant in the Finnish higher education context, too, and they require flexibility and continuous adjustments not only in institutional strategies and frameworks but also in mindsets, pedagogical practices, and working cultures
Un nuovo diritto al tempo del Covid-19? Accesso a Internet e digital divide
No full textThe article analyses the issue of Internet access and digital divide, also considering Covid-19 health emergency. The Author acknowledges that Internet is now a fundamental prerequisite for exercising civil and political rights and for developing individual's personality. Therefore, retracing doctrinal orientations developed on Internet access, he believes that it should not be configured as a right but a mere functional instrument for exercising fundamental rights. Hence the need to shift the centre of gravity of the issue from the right to the instrument to the effectiveness of the right exercisable through the instrument. Therefore, without the need to include Internet access in the list of (fundamental) rights, it is argued that it must be subsumed in the context of the public service, and in particular in the universal service. This in fact would entail the undoubted advantage - with the Constitution unchanged - of not excluding any segment of the population from the Internet service (it would be better, from broadband connection). All this is also investigated from the visual angle of Covid-19 health emergency, which has sharpened digital divide and that made the intervention of the legislator necessary to better guarantee Internet access, since through the remote connection (and only through it) it was possible to exercise certain fundamental rights during the lockdown
Lotat
Get PDFOpinnäytetyöni käsittelee Lotta Svärd -järjestössä toimineita naisia. Olen kuvannut yhdentoista lotta-veteraanin muotokuvan ja samalla haastatellut heitä heidän lotta-ajastaan.
Lotta Svärd oli maailman suurin vapaaehtoinen naisjärjestö joka oli Suojeluskuntien apuna Suomen talvi- ja jatkosodassa vuosina 1939– 1944. Lottien työ oli aseetonta sekä koti että rintamalla. Kaksi heidän suurimpia toimialueitaan olivat muonitus ja haavoittuneiden hoito.
Sodan loputtua Suomen ja Neuvostoliiton välillä vuonna 1944, yksi rauhansopimuksen ehdoista oli kaikkien kansallismielisten järjestöjen alasajo, joihin Lotta Svärdin laskettiin myös kuuluvan. Lotat joutuivat vaikenemaan lotta-ajastaan melkein 50 vuodeksi, kunnes vuonna 1991 Lotat saivat valtiolta ensimmäisen virallisen kiitoksen.
Opinnäytetyölläni halusin keskittyä lottiin nykyaikana. Heistä ottamillani muotokuvillani, haluan antaa kasvot koko lottaliikkeelle ja antaa oman kiitokseni heille. Kuvat on kuvattu filmille luonnonvalossa ja sommiteltuina yksinkertaisen kauniiksi muotokuviksi.
Lopputulos on yhdentoista lotan värimuotokuva, joissa kaikkien kuvien yhdistävä tekijä on heidän yllään oleva harmaa lottapuku. Työ on myös ainutlaatuinen ja uniikki; ainut dokumentaarinen valokuvateos lotista 2000-luvulla.Mitt examensarbete handlar om Lotta Svärd veteraner, som tillhörde Lotta Svärd föreningen under krigstiden. Jag har fotograferat och intervjuat elva före detta lottor i huvudstadsregionen.
Lotta Svärd föreningen var en landsomfattande kvinnoorganisation som bistod Skyddskårsorganisationen i försvararbetet under Vinter- och Fortsättningskriget under åren 1939-1944. Två av de största sektionerna inom Lottarörelsen var fältkökssektionen och sanitärsektionen.
När kriget tog slut mellan Finland och Sovjetunionen, undertecknades Mellanfreden hösten 1944. Efter detta krävdes att Lotta Svärd Organisationen, vilken likt alla andra försvarsorganisationer ansågs vara fascistisk, skulle läggas ned. Lottor var tvungen att tiga om lottatiden. Tystnaden pågick cirka 50 år tills 1991 när Lotta Svärd fick officiellt tack från staten.
Slutresultaten av mitt examensarbete är en serie fotografier bestående av elva porträtt av lottor. Jag ville att kvinnorna i bilder skulle bära den grå lottadräkten. Detta för att linka bilderna till kriget och få alla porträtt att utgöra en helhet. Med mitt examensarbete jag vill visa min egen respekt och tacksamhet till alla Lotta veteraner.
Mitt examensarbete kan ses som ett informativt och viktigt projekt med har dokumentärt värde. Det är det första fotografiska dokumentationsarbetet om lottorna på 2000-talet och är därför unikt.For the final work of my degree, I have photographed and interviewed women who belonged to the Lotta Svärd, ‘ the Lottas’ during the wartime.
The Lotta Svärd was a nation-wide women’s organisation that was founded in 1921. It was part of the Civil Guards and helped Finland’s national defence during the Winter and Continuation Wars that occurred between 1939-1944. The Lotta Svärd’s two biggest fields of activity were catering and caring for the wounded.
Finland signed the interim peace agreement with the Soviet Union in the autumn of 1944. One of the articles in the peace agreement was to suppress all the patriotic organisations, which was what the Lotta Svärd association seeing as. Lotta Svärd was disbanded in the autumn 1944. Lottas kept silent for nearly 50 years until 1991 when they got an official statement of gratitude from the Finnish government.
The final result of my work is a colour photography series of eleven Lottas portraits. I wanted them all to wear the grey Lotta uniforms, linking them to their past, which also makes the series of portraits have consistency. I wanted the photographs to also be informative yet simple and beautiful portraits of strong women. One of my objectives for this project was to, in my own way show respect and appreciation to these women and the Lottas as a whole.
I hope my degree work can be seen as a valuable and unique documentary photography project of The Lotta Svärd, who are aging and sadly may not be with us for much longer
The pedagogical value of translation : experiences from a newly introduced elective course
No full textWith the expansion of nonprofessional translation activities, language education has gradually rediscovered translation and mediation, seeing them not only as useful tools in language learning but also as transferable skills, useful in their own right. However, the pedagogical value of translation, as a practical activity, a theoretical topic, and a subject for critical discussion, has been less explored from the broader perspective of intercultural education, particularly in multicultural classroom settings where English is the shared language. This article reports the findings of a study conducted at a Finnish university on a recently introduced elective course designed and developed by the author. The course, open for both domestic and international students, focuses on translation and culture and has active and collaborative learning at its core. It promotes creativity, critical thinking, and self-reflection through discussions and practical tasks, while also considering the affective layers of meaning as well as broader social, ideological, and ethical dimensions of translation. The research presented here examines the pedagogical value of translation in the first two course implementations. Student data from surveys and reflections explored the participants’ motivations for taking the course, their previous translation experiences, their initial views on translation as an activity and as a future study or career option, along with their individual learning experiences in the course. Student data were complemented by field notes recording my observations, thoughts, and development ideas. The research underscores the benefits of incorporating translation more strongly into multilingual pedagogies that promote intercultural learning. The implications are discussed from the perspectives of professional development and institutional-level curriculum design.peerReviewe
Pakolaisten interpersonaaliset vuorovaikutussuhteet vieraassa maassa
No full textunknown accessibilityei tietoa saavutettavuudest
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