Assessing Intercultural Competence in Teacher Education: A Missing Link

Thapa, Sapna

doi:10.1007/978-3-030-21029-8_11

Cited by 12 publications

(9 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many participants admitted that, similar to Participant 2, they did not know the de nitions of 'intercultural' or 'intercultural competence' and did not learn anything about interculture in their teacher training. This corresponds with Thapa (2019), who claimed that there could be a lack of intercultural sensitivity and intercultural communication in teacher training.…”

Section: Presentation Of the Resultssupporting

confidence: 69%

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Żammit¹

2021

Preprint

View full text Add to dashboard Cite

This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence to MFL teachers, the characteristics of interculturally competent MFL educators, and how educators develop intercultural competence. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected and interviewed. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that intercultural competence is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that intercultural competence is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

show abstract

Section: Presentation Of the Resultssupporting

confidence: 69%

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Żammit¹

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Six participants admitted that, similar to Participant 2, they did not know the definitions of 'intercultural' or 'IC' and did not learn anything about interculture in their teacher training. This corresponds with Thapa (2019), who claimed that there could be a lack of intercultural sensitivity and intercultural communication in teacher training. Similarly, Participant 13 stated the following:…”

Section: Intercultural Trainingsupporting

confidence: 69%

Maltese as a foreign language educators’ acquisition of intercultural capabilities

Żammit

2021

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

show abstract

“…There is a focus on intercultural sensitivity as an orientation which can for example be ethnocentric, transitional, or ethno-relative (Kuusisto et al, 2015 ). Others again address the gap in relationships between teachers and culturally diverse students and as a lack of care (Thapa, 2020 ).…”

Section: Teaching For Steam: Cultural Practices and Creative Scientifmentioning

confidence: 99%

“…However, questions can be raised how and if educational goals are achieved. For example, today's classrooms are increasingly multicultural, requiring an understanding of cultural differences in teaching practices as part of intercultural competence of teachers (e.g., Wursten and Jacobs, 2013;Thapa, 2020). Moreover, although there is an increase in empirical studies (for an overview, see Saptono and Hidayah, 2020), many reasoning processes of STEM education, particularly those pertaining to scientific creative reasoning, are still not well understood (Sternberg et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Space for STEAM: New Creativity Challenge in Education

Vries

2021

Front. Psychol.

View full text Add to dashboard Cite

Assessing Intercultural Competence in Teacher Education: A Missing Link

Cited by 12 publications

References 27 publications

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Maltese as a foreign language educators’ acquisition of intercultural capabilities

Space for STEAM: New Creativity Challenge in Education

Contact Info

Product

Resources

About