Factors of students’ intercultural competence development in the context of Georgia

Malazonia, David; Maglakelidze, Shorena; ჭიაბრიშვილი, ნინო; Gakheladze, Giorgi

doi:10.1080/2331186x.2017.1302867

Cited by 10 publications

(9 citation statements)

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“…Some problems of intercultural competence have been examined in different countries: in Europe in general (Hoskins & Sallah, 2011), in Spain (Keshabyan-Ivanova, 2016); Croatia (Sain et al, 2017); Romania (Chiper, 2013); Latvia (Luka, 2007); Poland (Sobkowiak, 2015); Georgia (Malazonia et al, 2017); Ukraine (Aleksandrova, 2016); as well as in Australia (Zou & Shek-Noble, 2014), Canada (Dimitrov et al, 2014;García-Pérez & Rojas-Primus, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Intercultural Competence Development at Universities

Holubnycha

Костікова

Сорока

et al. 2021

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The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

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Section: Literature Reviewmentioning

confidence: 99%

Intercultural Competence Development at Universities

Holubnycha

Костікова

Сорока

et al. 2021

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“…Despite the historical experience of cohabitation in a diverse society, civic integration of different ethnic and religious groups is still a problem in Georgia, which is impeded by the stereotypes about each other's cultural heritage and national traditions, little interest in each other's cultural peculiarities, feeling of the cultural superiority by the dominant ethnic group. All of this reinforce mutual alienation and the seclusion of ethnic minorities, deficiency of their civic identity and civic activism (GedevaniSvili et al, 2014;Javakhishvili & Sarjveladze, 2007;Malazonia, Maglakelidze, Chiabrishvili, Gakheladze et al, 2017;Tabatadze & Gorgadze, 2014).…”

Section: Background Information and Challenges In Georgiamentioning

confidence: 99%

Intercultural competencies of students vs. their civic activities (Case of Georgia)

et al. 2021

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The research highlighted the correlation of the intercultural competencies of middle school students in Georgia with their civic activities and levels of integration, as well as the factors contributing to the development of relevant competencies of students at the formal educational level. In particular, interactive learning contributes to the development of intercultural competencies in students and the integration of different cultural groups, their involvement in the decisionmaking process, in taking initiatives, and so on. This experience gained in the learning process helps the student to develop the skills needed for an active citizen. The analysis of the research results also revealed: (a) knowledge of different cultures by students and recognition of diversity are in a positive correlation with their willingness to engage, appreciate and take into account different opinions when making decisions; (b) the advantage of the experience gained through informal communication compared with the formal one over the development of students' ABOUT THE AUTHOR The research was held at Ilia State University within the framework of the project Democratic Citizenship in Schools of Georgia: Challenges and Avenues for Development (#FR-18-1887) funded by Shota Rustaveli National Science Foundation of Georgia. The project is implemented by professors of School of Education at Ilia State University: David Malazonia (Study Director) and researchers Sofiko Lobzhanidze, Shorena Maglakelidze, Nino Chiabrishvili and Zakaria Giunashvili. The Project has been aimed at examining school students' competencies in democratic citizenship, developing different pedagogical approaches encouraging and supporting development of these competencies. Researchers have valuable experience in intercultural and civic/citizenship education and instructional strategies. They have actively participated in different projects at national and international levels, such as Intercultural Education: Problems and Development Perspectives in Georgia; Development of International Model for Curriculum Reform Supporting Multicultural and Citizenship Education, etc. They also actively participate in national and international conferences, forums and trainings devoted to intercultural and citizenship education.

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“…Various aspects of intercultural competence have been explored in the scope of scholars' scientific research all over the world: in Australia (Zou, & Shek-Noble, 2014); Romania (Ciolăneanu, 2007;Chiper, 2013); Spain (Keshabyan-Ivanova, 2016); Croatia (Sain et al, 2017); Latvia (Luka, 2007); Poland (Sobkowiak, 2015); Ukraine (Aleksandrova, 2016); Georgia (Malazonia et al, 2017).…”

Section: Intercultural Competence In the Academic Practicementioning

confidence: 99%

Developing Students’ Intercultural Competence at the Tertiary Level

Holubnycha

Костікова

Leiba

et al. 2019

RREM

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The paper provides developing students' intercultural competence as an actual world problem. As a key role in this process belongs to higher education, the mentioned phenomenon is considered at English classes. The goal of the paper is to allocate the stages of developing students' intercultural competence for non-linguistic higher education. The study describes the authors' positive experience of developing students' intercultural competence for non-linguistic students at universities. During more than 15 years the authors have been observing nearly 2000 students. The methods of observation, analysis have been applied as well as the selection of the most successful ones to develop intercultural competence. The methodology and results of the work are the authors' own contribution. As a result, four stages of the process of developing students' intercultural competence are highlighted. They are based on the curriculum material logic mastering professional English. They are increasing motivation; acquiring subject-professional and cultural-specific knowledge; developing different intercultural competence skills; as well as developing some skills of independent usage in solving complex issues. The conclusion is drawn that intercultural competence facilitates the strengthening interdisciplinary relations, ensuring steady students' interest in overcoming foreign language barriers, need awareness in professional activities, tolerant attitude towards representatives of another foreign languages and cultures.

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Factors of students’ intercultural competence development in the context of Georgia

Cited by 10 publications

References 1 publication

Intercultural Competence Development at Universities

Intercultural Competence Development at Universities

Intercultural competencies of students vs. their civic activities (Case of Georgia)

Developing Students’ Intercultural Competence at the Tertiary Level

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