Browsing by Subject "Intercultural competence"
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Item The criteria of culture : an evaluation of criteria used in the selection of foreign language texts for C2 research and instruction(2011-12) Sanchez, Chelsea Kathlyn; Garza, Thomas J.; Pulido, Diana C.This report discusses the history of culture instruction in the language classroom and the increasing attraction to teaching culture as a process, as championed by Byram's (1997) discussion of objectives for intercultural communicative competence (ICC), rather than as the static facts reflected in traditional “culture capsule” lessons. Although according to Burwitz-Melzer (2001) such objectives left “teachers at a loss as to what to expect from their learners, how to structure their lessons and how to structure their lessons,” (p.31), using the recent outpouring of literature on ICC and its subfield, transcultural literacy, in this report Byram's original goals are adapted into an instructional timeline to guide teachers in encouraging the development of ICC, with evidence contradicting Byram's claims that such a process cannot be represented linearly or generalized to all language learning contexts. These goals are followed by resulting criteria for the selection of texts and supplementary tasks acting as the focal point of integrated language and culture lessons. These criteria are then translated into a rubric to assist instructors in identifying the aspects of a text that naturally encourage ICC development and which aspects require additional support in order to be beneficial for this purpose. Finally, this rubric is used to assess three lesson plans published in peer-reviewed journals for the contexts of English, Spanish, and German as foreign languages at the university level, as well as a text for a secondary EFL classroom with an example lesson plan of efficient language and culture integration, leading to a discussion of the need for future research on the interaction of text and task in cultural instruction.Item An ecological perspective on intercultural telecollaborative learning between Korean learners of English and American learners of Korean(2014-05) Park, Minjung; Blyth, Carl S. (Carl Stewart), 1958-This study investigates Korean and American students’ online discussion for intercultural learning in a class-to-class telecollaborative project from an ecological research perspective. The study addresses two questions. First, what constitutes the multiple systems in which students’ online discussion is nested and how do these systems interlock to shape online discourse? Second, how do students interact with this given learning environment to generate affordances for intercultural learning. The study involves a 12 week-long online discussion program between an undergraduate Korean language class in the US and a graduate TESOL methodology class in Korea. Data sources include the transcripts of naturally-occurring online interaction, interviews with students and teacher on the Korean side of the telecolalbortaion, and students’ course assignments such as reflective journals and papers. Multiple qualitative analytic methods were employed including constant comparison, discourse analysis and case studies analysis. The analysis revealed an ecological telecollaboration model as being multiple nested systems in which students’ online discourse (microsystem) was embedded in an institutional setting (mesosystem) and cultural values (macrosystem). The study revealed divergent participatory patterns between the American and Korean groups. Further, it showed how such differences were related to the defining components of each system. These included ideologies about ethnic, social, cultural identities; societal discourse about a specific topic; cross-cultural concepts of discussion; the way the telecollaboration project was incorporated into the course; and teacher instruction. Case study analysis of two American students and one Korean student indicates that these individual students approached the intercultural online discussion with a different “self” (Layder, 1993), understanding of the nature of culture and intercultural communication, positioning of self and others, and sense of agency. These influenced both their management of expectations and orientation toward the situated activity, and also shaped their participation.