• Digital Pakistan in COVID-19: rethinking language use at social media platforms

  Muhammad Sohail Ahmad; Shazmeen Nawaz; Sundas Khan; Zainab Bukhari (Frontiers Media S.A., 2023-05-01)

  This study aims at exploring the multilingual practices of users in digital communication. The study utilizes “translanguaging’ as a framework to analyze and unravel these multilingual practices based on four stances of translanguaging. The data for the study are gathered through an open-ended questionnaire that seeks detailed views of respondents who are active users of Facebook, WhatsApp, Twitter, Instagram, and other social platforms. The study includes participants from diverse sociocultural backgrounds with the ability to have knowledge of more than one language with proficiency. The results correlate with the first two points of model, i.e., translanguaging blurs the boundaries between languages to convey meanings and introduce new concepts but deviates from the last two points. It also throws light on the impact of digital communication on local languages and presents suggestions for the preservation and promotion of local languages in the digital landscape, such as the provision of accurate translations of native languages, digital dictionaries, keyboards, and software.
• Analysis of the Narratives with Characters That Make Ethnic Diversity Visible—Miraculous: Tales of Ladybug & Cat Noir

  Miriam E. Aguasanta-Regalado; Ángel San Martín Alonso; Isabel M. Gallardo-Fernández (MDPI AG, 2023-04-01)

  This study follows the line of different authors who examined the visibility of ethnic diversity in children’s television series and the psychoeducational implications of these media narratives for children. Specifically, this work analyses the behaviours/actions developed by the model characters of cultural diversity and how these characters promote a perspective on diversity that conditions children. Employing a qualitative methodology, we use content analysis and critical discourse analysis as tools to be able to read, describe and interpret said content. The results highlight that these children’s programmes present a culture that reinforces certain values and behaviours. Likewise, the TV programmes analysed present stories marked by models of cultural diversity that contribute to the maintenance of certain social structures and the normalisation of inequality. We believe that educational institutions, through media education, should go deeper and teach students to look critically, deciphering codes of the audiovisual language present in the elements of children’s stories. In the complex society of the 21st century, we must consider that the needs of children change depending on how their identity intersects with aspects such as ethnicity, class, gender, etc., in order to equip them with the appropriate tools to deal with these problems.
• On the question of the establishment and development of languages education in Canada (XVII - the beginning of XXI century

  Valeriia V. Ustymenko; Vita A. Hamaniuk (Academy of Cognitive and Natural Sciences, 2023-05-01)

  The article is devoted to the study of the theoretical and organizational foundations of language teaching in the Canadian education system in the context of globalization processes and multilingual society. The work presents a retrospective analysis of the formation and development of language teaching in the Canadian education system from the beginning of organized education to the beginning of the 21st century, highlights certain issues of state regulation in the field of language education in Canada. The socio-political context of the development of multilingualism in Canada is analyzed and the stages of formation and development of a multilingual society are determined. The work reveals the peculiarities of the organization of L1, L2 and FL learning at various levels of the Canadian education system. The conceptual ideas of language learning in Canadian pedagogical research are defined; the specifics of language training of citizens in the Canadian education system, taking into account the bilingual nature of society, are identified; the newest methods and trends in development of language education in Canada are reviewed. On the basis of a comparison of the language training practice in Ukraine and Canada, certain elements of the positive Canadian experience have been identified, which are expedient to use in the national education system in the conditions of the creation of the European context of language education.
• An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City

  Ribbens, I. R.; Niyibizi, Epimaque (2010-10-27)

  This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is
 implemented in Kigali City’s nursery and primary schools in terms of facilitating learners’ cognitive
 academic language proficiency (CALP) development, in both the pre-2008 and post-2008 language
 policies. It is an exploratory-qualitative-interpretative research study, which analyses the language
 preference, the age of change-over and the multilingual models adopted and how they contribute to
 learners’ CALP development. It also analyses the implications of the post-2008 policy.
 The findings indicated that initial bilingualism, initial trilingualism, early total immersion and
 gradual transfer models were implemented in the pre-2008 policy; while the post-2008 policy
 implements early total immersion. The learners’ CALP in both the MT and the AL could be more
 developed in public schools under the pre-2008 policy due to exposure to Kinyarwanda instruction
 from the start but it may not be developed fully under the post-2008 policy, because English is used
 as MOI from the onset of education.
• The Experience of measurement and assessment of intercultural competence in education

  Mažeikienė, Natalija; Virgailaitė-Mečkauskaitė, Eglė (2007)

  Pirmajame straipsnio skyriuje pagrindžiamas tarpkulturinės kompetencijos modelis, struktūra ir raida ugdymo bei mokymosi procese. Antrajame straipsnio skyriuje siūloma vertinant tarpkultūrinę kompetenciją ugdymo procese atsižvelgti į raidos aspektą, nustatyti įvairias tarpkultūrinės kompetencijos vystymosi bei tobulėjimo stadijas. Trečiajame skyriuje tarpkulturinės kompetencijos vertinimas diskutuojamas atsižvelgiant į naujo, netradicinio vertinimo tikslus ir metodus. Taikant naująjį netradicinį vertinimą iškeliami kiti tikslai nei tradiciniame vertinime: netradicinis vertinimas siekia ne tik įvertinti mokymosi rezultatus, bet skatinti ugdytinio norą, motyvaciją ir gebėjimą savarankiškai mokytis, reflektuoti savo patirtį, numatyti tolesnę kompetencijos ugdymo trajektoriją, mokytis bendradarbiauti su kitais, ugdyti perkeliamuosius gebėjimus. Ketvirtajame straipsnio skyriuje analizuojama užsienio šalių autorių patirtis vertinant ir matuojant tarpkultūrinę kompetenciją. Tarpkulturinės kompetencijos vertinimui būdinga strategijų, formų, metodų ir technikų trianguliacija, kad būtų galima priartėti prie holistinio kompetencijos vertinimo ir aprėpti visus tarpkulturinės kompetencijos komponentus (žinias, gebėjimus, nuostatas, asmenines savybes, kultūrinį sąmoningumą, metakognityvines strategijas) bei realizuoti kompetencijų ugdymu pagrįsto ir naujojo vertinimo tikslus atsižvelgiant i visų edukacinio proceso dalyvių (besimokančiojo, dėstytojo, organizacijos) interesus.
• El programa intensivo Erasmus: experiencias en la Facultad de Ciencias de la Educación de la Universidad de Cádiz

  Didáctica de la Educación Física, Plástica y Musical; Sabbatella Riccardi, Patricia Leonor (Repositorio de Objetos de Docencia e Investigación: RODINCádiz: Universidad de Cádiz, Servicio de Publicaciones, 2011-02-21)

  Este articulo resume las acciones realizadas en los Programas Intensivos Sócrates: Coping with Inclusión in Primary School: Integrating School Practice and European Experience y Coping with Diversity in Multucultural Europe (CoDIME), presentando una visión europea de la inclusión de las necesidades educativas especiales en el aula y de la educación multicultural y de las competencias profesionales que un docente necesita para enfrentarse a esta realidad en su práctica profesional.
• Insight Five: A snapshot of Media Literacy in Australian Schools

  Jocelyn Nettlefold (14745286); Kathleen Williams (14752879) (2018-01-01)

  This report, the fifth in the Institute for the Study of Social Change’s Insight series, explores the challenge of teaching young people to separate fact from fiction in an age of online news manipulation.
• On the discource of social work professionalisation

  Acienė, Elvyra; Mačiulskytė, Sandra (2014)

  Šiame straipsnyje pristatomas socialinio darbo profesionalizacijos diskursas praktikos, mokslo, akademinės veiklos ir profesijos identiteto aspektais, atskleidžiant socialinio darbuotojo kompetencijų raišką besikeičiančioje visuomenėje. Autorės, įvertindamos socialinio darbuotojo rengimo Lietuvoje dvidešimtmetę patirtį, socialinio darbo identitetą atskleidžia dviem lygmenimis: profesionaliu (akademizacija ir praktika) ir teisiniu (profesijos ir studijų statusas). Pasitelkiamas naujas požiūris į socialinio darbo teorijos formavimąsi, studijų metodus, tarpkultūrinės komunikacijos ir mokymosi visą gyvenimą ugdymą.
• Media literacy: A growing collaborative effort in the age of platforms

  Jocelyn Nettlefold (14745286) (2018-01-01)

  Efforts to combat mis- and disinformation are linked to initiatives aimed at building trust and credibility in journalism and media. There is a growing body of evidence that the unprecedented challenge of tackling false news requires a multi-stakeholder, cross-disciplinary effort. Enhanced media and information literacy is emerging as a key response. This article synthesises some of the main themes and emerging research agendas in media literacy, relevant to the rise of fast-moving disinformation and declining public trust in journalism. It reviews key scholarship on media literacy as a field, contextualising it to the complex, contemporary media landscape. Media organisations in the US and Europe are increasingly collaborating with academia and civil organisations on workable solutions, including greater transparency and the production of media literacy support and resources. This paper builds the case for Australian journalists and media organisations, while serving as honest and reliable distributors of news, to become further involved in citizen education, informed by ongoing evidence-based research.
• East is East: Socratic classroom communication is linked to higher stress in students from confucian heritage cultures

  Isabella Langen; Christian Stamov Roßnagel (Elsevier, 2023-05-01)

  East Asian students are often educated in a more instructor-led and less interactive manner than their North American and European peers. Therefore, as international students at Western universities, they need to adapt to unfamiliar teaching practices that involve classroom communication emphasising critical thinking, debating, and challenging others' views. We explored the stress from such communication by assessing the relationships between East Asian students' perceived ease of engaging in Socratic communication and stress. 51 students from various majors completed the Ease of Socratic Communication scale and the Conceptions of Learning Inventory. One week later, students rated on the Perceived Stress Scale their levels of helplessness and self-efficacy. East Asian students found it less easy to engage in Socratic communication than their non-Asian peers,. The harder students found Socratic communication, the higher were their stress levels. On the other hand, higher Socratic communication ease was associated with higher self-efficacy. Moreover, the relationship between Socratic communication ease and stress was less pronounced the more students viewed learning as the development of personal competence. Complementing extant qualitative research, our findings suggest that Socratic communication may act as a stressor to East Asian international students. Reducing that stress might help improve international students’ learning experience and thus foster their academic integration.
• Die Qualitative Inhaltsanalyse in einer Längsschnittstudie: Zum Selbstbild und Fremdbild in einem interkulturellen Onlineaustausch

  Wilden, Eva (2022-11-21)

  Dieser Beitrag berichtet vom ABC's Online-Projekt (Wilden, 2006), einer Studie zur Selbst- und Fremdwahrnehmung in einem interkulturellen englisch-deutschen Onlineaustausch. Die Studie ist in der Fremdsprachenlehr- und -lernforschung angesiedelt und untersucht mit Hilfe der inhaltlich-strukturierenden Qualitativen Inhaltsanalyse die im Onlineaustauschprozess erhobenen Daten. Der Beitrag skizziert das inhaltsanalytische Vorgehen in der Studie und diskutiert insbesondere diesbezügliche offene Fragen: (a) Wie kann die Qualitative Inhaltsanalyse in einer Längsschnittstudie eingesetzt werden? (b) Wie kann mit der Qualitativen Inhaltsanalyse die Wechselseitigkeit und Dynamik von diskursiven Daten (aus dem Onlineaustausch) erfasst werden? In der Diskussion dieser Fragen werden verschiedene mögliche Lösungsvorschläge dargelegt. Da die Studie zum ABC's Online-Projekt noch nicht abgeschlossen ist, sind die Ausführungen zum inhaltsanalytischen Vorgehen als vorläufig zu verstehen.
• Challenges home and international students face in group work at a Dutch university

  Popov, Vitaliy; Brinkman, Dine; Fortuin, Karen P.J.; Lie, Rico; Li, Yaoran (2022)

  This study aims to provide insights into the challenges that home and international students experience when collaborating in mixed groups. A selection of 261 reflective journals written by students as part of the Intercultural Communication Skills course at a Dutch university in the domains of life sciences and engineering was analyzed. These journals were written by 210 Dutch (= home) students, 22 European (non-Dutch) students, and 29 Asian students. The quantitative analysis showed that the main challenges were group management, contribution to group work, and feedback. Asian students reported challenges related to feedback significantly more often compared to Dutch and other European students. The qualitative analysis showed that Dutch, other European, and Asian students’ concerns differed in terms of interaction and communication styles stemming from their various cultures of learning.
• Narrative inquiry: embracing the possibilities

  Sharon Thomas (14750953) (2012-01-01)

  Purpose – The purpose of this paper is to promote narrative inquiry as a legitimate and rich research approach for academics undertaking postgraduate studies in higher education learning and teaching. Design/methodology/approach – This paper is framed within a personal narrative – one that draws upon the author's personal experience as an academic developer. It draws heavily on narrative theory to support its claims. Findings – It is argued that when narrative inquiry is presented as a complement to, rather than a replacement for, other research approaches, uptake amongst diverse groups of academics is strong. Furthermore, it is suggested that when accompanied by personal engagement with narrative inquiry and presented within a theoretical framework that honours its history, its robust literature and highlights its fundamental purpose and unique qualities, the possibilities offered by narrative are more likely to be understood and embraced. Research limitations/implications – This paper is based upon the experience of one academic working within one university. Originality/value – This paper highlights the possibilities offered by narrative inquiry as a research approach for diverse groups of teaching academics.
• Global aspirations and local talent: the development of creative higher education in Singapore

  Comunian, R (15655418); Can Seng Ooi (14745946) (2016-01-01)

  This paper explores higher education development and policy shifts in Singapore over the last decade, within a landscape of an increasingly globalised creative economy and international cultural policy transfer. Using qualitative interviews with key players in policy and higher education institutions, the paper aims to explain the push and pull factors behind investment in creative higher education. It considers the emerging dynamics and diverse patterns, embedded in a society where higher education interactions with economic development have a long history and pragmatic rationale. While still in the early days of these investments, the paper argues that there are some global policy lessons to be learnt from the case of Singapore and the role that higher education can play in developing a creative economy, while striving to overcome issues of over-supply and innate vulnerability of creative careers.
• Precarious intimacies: cross-cultural violence and proximity in settler colonial economies of the Pacific Rim

  Edmonds, P (15559361); Nettelbeck, A (15788912) (2018-01-01)

  The development of settler colonial cultures was deeply dependent upon the everyday proximity of Indigenous and settler workers; yet we know surprisingly little of how the precarious intimacies arising from that proximity were intrinsically connected to forms of colonial violence. This chapter examines recent trends in colonial, postcolonial, and feminist scholarship to unpack how violence and intimacy were intertwined in the settler colonial encounter, and how this connection was embedded in the formation of settler colonial economies around the Pacific Rim. Considering a wider range of colonial dynamics beyond formal labour relations, it considers the role of ideological, moral, and emotional economies in shaping the complex colonial relationships that formed the building blocks of modern settler states.
• Teaching for intercultural awareness through language classroom practice and beyond

  YanJun Wang (14752177); Le, Q (15500438) (2015-01-01)

  Globalisation is influencing foreign language education at universities worldwide, thus intercultural awareness has now become a vital part of foreign language learning. A study was conducted to focus on three areas: generalising participants‘ perceptions of the importance of intercultural awareness in general; examining their intercultural experiences, personally and professionally, especially in relation to language teaching and learning; and identifying the factors that influenced the way they teach and learn. The study employed both quantitative and qualitative research approaches for data collection and analysis. There were two phases: questionnaire survey and subsequent interview. The results of this study indicated strong recognition of the key role that intercultural awareness plays in foreign language teaching and learning. Based on the findings, pedagogical implications and directions for further research were also considered. The findings suggested that language learners should cultivate intercultural awareness in the process of their language learning as it is considered the major goal of foreign language learning. Meanwhile, teachers‘ intercultural awareness could influence their language teaching methodology and course design. A paradigm shift from a traditional to an intercultural stance in language education poses a challenge for both language teachers and students if they wish to meet the goals of foreign language education for the global context.
• A critical lens on learning communities: An international comparative study of higher education practice

  Yang Yang (14753578); John Williamson (14752939) (2011-01-01)

  The term 'learning community' can be defined either broadly or narrowly depending on its context. It is a term now widely used in Education settings as varied as in schools and universities; or, in other institutions, e.g., business work places, by many researchers (see, for example, Brown & Duguid, 1991; Dufour et al., 2006; Huffman & Hipp, 2003; Wenger et al., 2002). A review of the Literature has demonstrated a significant change in the meaning of the term 'learning community' and this evolution in its usage has reinforced the need to investigate how participants in different contexts understand their situation if it is described as a learning community. As understood now 'learning community' is more than just a group of people who simply work together in the same space. This cross-cultural study addressed inter alia the question: how do academics in Australia and China perceive their work places as 'learning communities'? It sought to do so by examining the constituent issues of (i) the perceptions of shared mission, vision, values and goals; (ii) the demonstration of commitment to continuous improvement; (iii) initiatives that develop and sustain a collaborative culture and collective enquiry; (iv) feelings of supportive and shared leadership; (v) perceived freedom of group membership and (vi) the descriptions of interaction, proximity and mutual engagement. The unique data presented in this paper attempts to fill a gap that was evident from the literature search where learning community studies have focused primarily on a single case whereas here the study explored learning communities operating in two university academic departments in Australia and China respectively. The study also examined the way academics valued their work contexts as learning communities and their perception of team work, sharing and flexibility of role relationships. Data collection methods included a mix of qualitative and quantitative techniques consisting of document analysis, a questionnaire and a face-to-face interview with volunteers. Among the important findings from the study was that the role of national culture, reflecting historic- socio-political influences, was central in understanding respondent's perceptions of the six constituent elements listed above. The paper will present some of these data and locate it within the literature. This paper will be of interest to researchers in education, particularly in higher education, but also those interested in academics' work lives and policy development and implementation and more generally those who have utilised the term 'learning community' in their own teaching or research.
• Ethics, accuracy, and interpreting in social settings : Assessing a non-professional interpreter profile

  Gil-Bardaji, Anna (2020)

  Accuracy tops most of the codes of ethics for public service interpreting. This dominant position is not accidental, since the lack of truth in the transmission of the message may entail a violation of the users' and providers' fundamental right to truth. In Catalonia, where intercultural mediators have taken on the role of interpreters for many years, the issue of accuracy becomes even more complex due to their dual roles as professional mediators and non-professional interpreters. Drawing on more than four hours of video recordings and post-task interviews with study participants, this paper analyzes the accuracy of five intercultural mediators working with Arabic, Spanish, and Catalan when in the role of interpreter.
• Ethics, accuracy, and interpreting in social settings : Assessing a non-professional interpreter profile

  John Benjamins Publishing Company,, 2023-05-18
• The Need for creating and developing intercultural competences among international students

  Zylkiewicz-Plonska, Emilia; Acienė, Elvyra (2014)

  Šiame straipsnyje autorės teigia, kad tarpkultūrinių kompetencijų ugdymas yra dalis studijų proceso. Šiuolaikiniame pasaulyje studijų proceso organizavimas neapsiriboja tik viena institucija ar viena šalimi. Galimybės studijuoti pagal įvairias jungtines programas ar pasirinkti Erasmus mainų programos kursus prieinamos daugeliui studentų. Ne tik kalbos mokėjimas, bet ir tarpkultūrinis sąmoningumas bei kompetencijos turi įtakos komunikacijos kokybei ir padeda suprasti kitų kultūrų atstovus. Tarpkultūrinės kompetencijos – tai vieni svarbiausių gebėjimų, kurie priskiriami naujų mokymo metodų rezultatams, kurie parengia studentus veikti tarpkultūrinėje aplinkoje. Studijų procesas reikalauja, kad studentas įgytų įvairių gebėjimų (žinių taikymo, tyrimų, specialiųjų, socialinių, asmeninių). Visi šie gebėjimai yra labai svarbūs atliekant lyginamuosius tyrimus ir perimant užsienio šalių patirtį. Straipsnyje akcentuojama, kad tarpkultūrinės kompetencijos šiuolaikiniame studijų procese gali būti vertinamos dviem lygiais: tarpkultūrinės kompetencijos ir tarpkultūrinių mokslinių tyrimų.

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