Research

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32 pages, 4788 KiB

Open AccessArticle

The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages

by Nathalie Auger

Educ. Sci. 2023, 13(5), 520; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13050520 - 20 May 2023

Cited by 2 | Viewed by 1859

The starting point (1) of our proposal is the observation of the lack of intercultural practices in schools in France, even in the crucial context of teaching French to migrant children (2). Thanks to previous studies, we, therefore, develop theoretical anchors (3) about [...] Read more.

The starting point (1) of our proposal is the observation of the lack of intercultural practices in schools in France, even in the crucial context of teaching French to migrant children (2). Thanks to previous studies, we, therefore, develop theoretical anchors (3) about learning territories, the ways to recycle language, and cultural experiences that can encompass all the context parameters (a pan-language approach) to elaborate an intercultural model for learning and teaching. The aim is to propose, methodological reflections to offer a model which could help change the representations and practices of the educational community regarding multilingualism so that students’ language and cultural experiences could become an asset to achieve academic success (4). It leads to a discussion about leads to the creation of the intercultural language diamond model to teach and learn (through) languages (5). Projects based on the language model give the opportunity to discuss this proposal (5): interests and possible limitations (6). The conclusion (7) pledges the use of the language diamond to counterbalance the ideology which considers diversity as an issue, and therefore adopt a holistic, maximalist point of view: a pan-language and pan-cultural approach to encompass the complexity of education challenges today. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

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11 pages, 427 KiB

Open AccessArticle

Analysis of the Perceptions Shared by Young People about the Relevance and Versatility of Religion in Culturally Diverse Contexts

by Sonia García-Segura, María-José Martínez-Carmona and Carmen Gil-Pino

Educ. Sci. 2022, 12(10), 667; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12100667 - 30 Sep 2022

Viewed by 1392

Abstract

This paper analyses the relevance of religion for adolescents in the realm of peer relationships, both within and outside of educational institutions. The sample consisted of 385 young individuals attending different Secondary Education institutions located in a Spanish province characterized by its cultural [...] Read more.

This paper analyses the relevance of religion for adolescents in the realm of peer relationships, both within and outside of educational institutions. The sample consisted of 385 young individuals attending different Secondary Education institutions located in a Spanish province characterized by its cultural diversity. The tool used to collect the information was the REDCo questionnaire. The results of the data analysis indicate that young people confer a certain relevance to religion on an internal and personal level, and that they attribute a historical value to it as a discipline. They also relate the versatility of religion to changing processes regarding beliefs and belonging to a religious community. Therefore, dialogue becomes the key tool for social cohesion in multicultural societies beyond mere tolerance, creating spaces for mutual transformation and generating a symmetrical relationship between the “Self” and the “Other”. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

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14 pages, 330 KiB

Open AccessArticle

Dealing with Moments of Crisis Interculturally in Educational Virtual Exchanges: A Sino–Finnish Case Study

by Jun Peng and Fred Dervin

Educ. Sci. 2022, 12(9), 602; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12090602 - 05 Sep 2022

Cited by 1 | Viewed by 1498

Abstract

Being able to deal with “moments of crisis” is crucial in intercultural communication. Using identities as an analytical lens, this paper examines different types of “moments of crisis” identified in educational virtual exchanges between Chinese and Finnish university students. The study shows that [...] Read more.

Being able to deal with “moments of crisis” is crucial in intercultural communication. Using identities as an analytical lens, this paper examines different types of “moments of crisis” identified in educational virtual exchanges between Chinese and Finnish university students. The study shows that the participants use soothing and code-switching as strategies in these moments of crisis to “do” interculturality, i.e., to achieve interactional arrangements (e.g., moving the discussion forward) and self-other alignments (e.g., saving face). Focusing on soothing as a positive strategy and code-switching as an avoidance strategy in dealing with “moments of crisis”, we also scrutinize the emergence of the identities of mediator, fence-sitter, and facilitator in the students’ behaviors. Finally, students’ working experience, language use, and physical surroundings are identified as having a potential influence on their use of soothing and code-switching during the online intercultural interactions. Recommendations for preparing students for international virtual exchanges conclude the paper. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

17 pages, 753 KiB

Open AccessFeature PaperArticle

Overcoming Essentialism? Students’ Reflections on Learning Intercultural Communication Online

by Lotta Kokkonen, Romée Jager, Alexander Frame and Mitra Raappana

Educ. Sci. 2022, 12(9), 579; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12090579 - 24 Aug 2022

Cited by 1 | Viewed by 3069

Abstract

The fields of intercultural communication (IC) and intercultural education are in flux and the paradigmatic shift is away from essentialist approaches on culture and interculturality towards seeing IC and interculturality as flexible, fluid, contradictory, political, and ideological constructs. This study presents a virtual [...] Read more.

The fields of intercultural communication (IC) and intercultural education are in flux and the paradigmatic shift is away from essentialist approaches on culture and interculturality towards seeing IC and interculturality as flexible, fluid, contradictory, political, and ideological constructs. This study presents a virtual exchange project, a joint introductory course on IC between a Finnish university and a French university. One of the objectives of the course was to provide students with a more critical, non-essentialist perspective on interculturality. This study presents an analysis of 32 students’ texts (learning logs) that are processed qualitatively using content analysis to find answers to questions of (1) how students make sense of their experience of learning IC through multilingual online interactions, and (2) how different approaches on culture and interculturality are reflected in students’ leaning logs. The learning logs are written by participants during their six-week learning experience. The findings indicate that students gained confidence in interacting with people from diverse backgrounds and using multiple languages. How students reacted to and reflected on the more critical perspective on interculturality varied greatly, with many learning logs seeming to juggle between different approaches. The online environment was considered a major source of concern prior and at the beginning of the course, but as the course progressed it did not represent a barrier within the documented experiences. Our analysis aims to help teachers of IC to better address the needs of different learners. We also discuss the challenges and possibilities of a multilingual intercultural virtual exchange with a view to creating safe and motivating spaces for teaching and learning about interculturality. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

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18 pages, 1325 KiB

Open AccessArticle

Insights into Teachers’ Intercultural and Global Competence within Multicultural Educational Settings

by Konstantina Papadopoulou, Nektaria Palaiologou and Zoe Karanikola

Educ. Sci. 2022, 12(8), 502; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12080502 - 22 Jul 2022

Cited by 6 | Viewed by 3635

Abstract

As multicultural classrooms appear to be the norm nowadays, giving rise to new, more particular and targeted needs which must be accommodated, teachers now need to reflect on and adjust the strategies and practices they apply in order to meet the specific learning [...] Read more.

As multicultural classrooms appear to be the norm nowadays, giving rise to new, more particular and targeted needs which must be accommodated, teachers now need to reflect on and adjust the strategies and practices they apply in order to meet the specific learning needs of their intercultural classrooms. For this reason, teachers’ education should be re-examined, evaluated, and enriched. In this light, this original study uses a case study to explores the language views and attitudes of graduates of a Hellenic Open University Master’s international programme entitled “Language Education for Refugees and Migrants” (L.R.M.). The aim is to explore teachers’ level of intercultural competence and readiness as well as their global competences as future teachers in multilingual and multicultural settings after completing the programme. To do this, the study attempts to evaluate the programme through the lens of the personal experiences of the graduates in terms of successes, weaknesses, and strengths. To conduct the research, both quantitative and qualitative methods were applied in the form of a close-ended questionnaire and a semi-structured interview conducted in two different formats. The results indicate that the majority of the participants were confident enough to manage the challenges arising in multicultural settings after completing the program, as they felt they had developed appropriate Skills, Knowledge, and Attitudes; however, a few among them still felt uncertain in doing this. In addition, a number of different approaches and methods were found to be appropriate as used for teachers’ training, while the importance of teachers’ intercultural training was highlighted. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

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11 pages, 236 KiB

Open AccessArticle

Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings

by Zoe Karanikola, Glykeria Katsiouli and Nektaria Palaiologou

Educ. Sci. 2022, 12(4), 280; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12040280 - 13 Apr 2022

Cited by 3 | Viewed by 2552

Abstract

Multiculturalism and globalization are common traits of western societies, and affect the way people interact and communicate. In such a context, this study comes to investigate teachers’ perceptions, practices and needs towards global and intercultural competences. This study was designed and implemented in [...] Read more.

Multiculturalism and globalization are common traits of western societies, and affect the way people interact and communicate. In such a context, this study comes to investigate teachers’ perceptions, practices and needs towards global and intercultural competences. This study was designed and implemented in order to shed light on major issues which are associated with the context of global competences as an umbrella term, which arose during the researchers’ participation at an Erasmus plus European project. The research took place at the region of Attica and thirteen teachers (N = 13) of reception classes—Zones of Educational Priority (ZEP)—participated in the interview. A qualitative case study followed, focusing on a specific geographic region, and the semi-structured interview tool was used. The findings of the research indicate that educators do not feel certain about the differences between global and intercultural competences. However, they consider that these competences are of great importance and they recognize the contribution of schools to their development. Regarding their practices, they mostly refer to the dialogue and discussion techniques, the role playing, and the project-based teaching. Finally, participants consider that they are not sufficiently prepared to teach global and intercultural competences. Thus, participation in relevant training programs is important. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

16 pages, 2231 KiB

Open AccessArticle

Developing Intercultural Mindedness through an Experiential Learning Activity—A Case Study from Singapore

by Heidi Layne and Siao See Teng

Educ. Sci. 2022, 12(3), 212; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030212 - 16 Mar 2022

Cited by 2 | Viewed by 4761

Abstract

Recent incidents of alleged racism worldwide amid the COVID-19 pandemic have challenged us to ponder on the meaning and importance of intercultural education. However, it can be difficult to understand the ways in which intercultural discourse can be beneficial for learning, as well [...] Read more.

Recent incidents of alleged racism worldwide amid the COVID-19 pandemic have challenged us to ponder on the meaning and importance of intercultural education. However, it can be difficult to understand the ways in which intercultural discourse can be beneficial for learning, as well as prepare young people to act against racism and inequalities to work towards a more sustainable future. This study presents analysis of learning materials from a case study conducted in one secondary school in Singapore. The objective of the activity is for students to engage in intercultural learning by participating in walking trails with different themes in a few neighborhoods, to learn more about the history of and life in multiracial Singapore. Researchers followed and observed the two-day event and collected data from the students. Specifically, written reflections from a trail named Many Races—One Nation were collected from the students, as well as their reflective posters at the end of the event. The content analysis of these artefacts concentrates on the meanings and ideologies underlying intercultural learning through an examination of the learning materials and the students’ responses. Furthermore, this study introduces an intercultural mindedness framework that transcends the conflict avoidance approach for deeper learning. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

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Review

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20 pages, 797 KiB

Open AccessReview

Reality and Future of Interculturality in Today’s Schools

by David Pérez-Jorge, Ana Isabel González-Herrera, Miriam González-Afonso and Anthea Gara Santos-Álvarez

Educ. Sci. 2023, 13(5), 525; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13050525 - 20 May 2023

Viewed by 2281

Abstract

In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents [...] Read more.

In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents an updated review of studies focusing on models of educational responses adapted to cultural diversity. It analyzes the response of schools as collaborative communities in intercultural education and their reality as inclusive and intercultural communities. An exhaustive search of documents was carried out, consulting the Web of Science (WoS), Scopus, and Dialnet databases. After analyzing and applying inclusion and exclusion criteria, 21 documents were identified that showed the structural, cultural, and relational transformation of educational centers and the improvement of their organizational and public response and adaptation to current needs. The challenge of building intercultural educational contexts is a concern for schools and the educational agents who coexist in them. Full article

(This article belongs to the Special Issue Teaching and Learning Interculturality in Education around the World: Anything New under the Sun?)

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