Developing intercultural competence in multilingual and multicultural student groups

Abstract

Internationalization and intercultural competence are key issues in higher education institutions across the globe. In times of accelerating globalization, intercultural competence emerges as one of the most desirable graduate capabilities for those who are likely to work in international environments. This article focuses on the development of intercultural skills within mixed student groups. It offers a case study with a focus on building intercultural competence through an assignment that invites experiential, self-directed learning. Students' previous intercultural experiences as well as their personal attitudes, it is argued, have a strong influence on what they learn during their studies. The assignment presented in the case study draws upon the expertise that individual students already have when they enter the classroom, and aims at further developing their intercultural skills. The article also includes an assessment of the assignment, based on a student survey conducted across several semesters. The results of the survey show how students rate the usefulness of this particular assignment in comparison with other, more traditional, assessed tasks such as essay writing.

Peculiarities of developing intercultural competence in music education Master’s degree studies

“…Intercultural competence is defined as an outcome of learning and personal (self-) development under certain pedagogical conditions and positive experience (Dalib, Harun & Yussof, 2014;Chodzkiene, 2013;Jae-Eun, 2013;Krajewski, 2011;Niculescu & Percec, 2015;Norviliene, 2014). Therefore, learning from other cultures and communication with representatives of different cultures are regarded as a very important factor in the development of intercultural competence.…”

Does context count? Developing and assessing intercultural competence through an interview- and model-based domestic course design in China

“…An increasing volume of intercultural literature encourages learners to undertake ethnographic projects of various types to explore target cultures (Damen, 1987;Roberts et al, 2001;Corbett, 2003;Jackson, 2008Jackson, , 2010Jackson, , 2011Krajewski, 2011;Holmes & O'Neill, 2012).…”

Establishing a Baseline Measurement of Intercultural Competence of Ukrainian Faculty: Setting the Stage for Domestic and Global Intercultural Understanding

“…In conditions of "globalization and interdependence, any person's life is directly or indirectly influenced by contemporaneous events in the rest of the world" (Portera, 2011, p. 12). Accelerating globalization creates a demand for an interculturally competent workforce (Krajewski, 2011). Due to the overarching processes of globalization and increased intercultural interaction in all occupations, intercultural education is needed to promote effective intercultural communication and understanding between the representatives of different cultures.…”

“…Intercultural competence of students can be achieved by means of interculturalfocused curricula, intercultural experiences, and intercultural learning in the form of service learning, education abroad, and/or on-campus intercultural activities that stem from internationalization of higher education institutions. The development of intercultural competence is one of the most important outcomes of internationalization of higher education institutions (Deardorff, 2006;Krajewski, 2011). Due to the developmental nature of intercultural competence, it can be improved over time if students are given appropriate intercultural experiences in addition to appropriate curricula (Deardorff, 2011).…”

“…In present conditions of globalization, intercultural competence is important for effective interactions with representatives of different world cultures on professional and individual level (Deardorff, 2011;Krajewski, 2011;Portera, 2011). In Ukrainian society, intercultural competence is also greatly needed as one of the means of assuaging domestic intercultural conflicts and promoting understanding between its pro-Ukrainian and pro-Russian supporters, that aggravated during the events of the Eurorevolution, Russia's occupation of the Crimean peninsula, and militant confrontations in the eastern and southern regions of the country.…”