From International to Intercultural

Heyward, Mark

doi:10.1177/147524090211002

Cited by 100 publications

(18 citation statements)

References 16 publications

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“…A main part of the research using the conceptualization intercultural competence appears to be about initiatives for particular groups e.g. initiatives with student, teacher and researcher exchange or international schools (Ateşkan 2016;Heyward 2002), or about teaching in a specific subject, e.g. language teaching.…”

Section: Theme 1: Sel Intercultural Competency and Intercultural Senmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

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Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be`in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.

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Section: Theme 1: Sel Intercultural Competency and Intercultural Senmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

View full text Add to dashboard Cite

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“…The competence includes the knowledge and skills required in interactions between individuals from different human groups 'who are experiencing foreignness as a consequence of their mutual ignorance of the spectra of differences between them' (Rathje, 2007, p. 264). In fact, intercultural communication is usually conceptualized as interaction among people or between individuals from different cultures or cultural groups (as in Byram, 1997;Coperías Aguilar, 2008;Elorza, 2008;Heyward, 2002;Kramsch, 1998). However, such an approach does not cover all kinds of intercultural communication.…”

Section: Interculturalitymentioning

confidence: 99%

Intercultural intertexts encountered by Taiwanese EFL students

Shie¹

2013

Language and Intercultural Communication

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This paper reports on an exploratory study of one specific aspect of intercultural literacy: the activation of intercultural intertexts. Readers of intercultural intertexts fall into two general groups: knowing readers (who know the source text) and unknowing readers (who do not know the source text). This paper aims to explore Taiwanese unknowing students' responses to Western-derived allusive intertexts. Eight instances of intercultural intertexts were drawn systematically from the article titles of the British magazine spiked for 16 Taiwanese college students to read, who had a required level of proficiency to skim spiked articles. Qualitative data about their reactions to the intertexts were drawn for analysis from semi-structured one-on-one interviews. In addition, the eight magazine articles were taught to 82 Taiwanese unknowing students without a required level of proficiency. A brief questionnaire was then conducted to probe into their motivations to learn intercultural intertexts. The results show that the interviewees generally felt positively about the intertexts and that most of the interviewees and questionnaire respondents were motivated to learn such intertexts. The findings indicate that it is not only theoretically but also practically worthwhile to inquire further into unknowing readers' responses to and interest in learning intercultural intertexts.

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“…Despite a number of differences among the models and conceptions, scholars generally concur that intercultural competence refers to the ability to interact effectively and appropriately with people from other cultures. Four dimensions-in particular: knowledge, attitude, skills and behaviors, can be seen in many definitions (Alred & Byram, 2002;Bennett, 2008;Byram, 1997;Heyward, 2002;Hiller & Wozniak, 2009;Lustin &Koester, 2006). A person who has intercultural competence can develop relationships with people from different cultures, can resolve conflicts arising as a result of cultural differences and can improve his or her ability to do business with counterparts from different cultures (Huang, Rayner, & Zhuang, 2003).…”

Section: Literature Review Intercultural Competencementioning

confidence: 99%

Exploring intercultural competence through an intercultural extracurricular activity in Taiwan

Liu

2016

Journal of Language and Cultural Education

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This study used interviews to explore how 10 Taiwanese college students' intercultural competence was developed after participating in an intercultural extracurricular activity designed with a purpose to facilitate foreign students' study in Taiwan and to promote meaningful home-foreign student contacts. In-depth information and narratives from the interviews were collected as evidence of intercultural competence development. The results showed all the interviewees appreciated the experience and felt it to have been of value to them in terms of building international friendships, heightening their intercultural awareness and the benefits of intercultural competence, and having more appreciation and better understanding of Taiwanese culture. Students also realized that a lack of understanding of Taiwanese culture could exacerbate communication difficulties. Students thus became aware of the importance of describing Taiwanese cultural practices in English and realized that more language practice was necessary for smoother communication. Suggestions for both extracurricular activities and language programs improvement in the future were also provided in the conclusion.

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From International to Intercultural

Cited by 100 publications

References 16 publications

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Intercultural intertexts encountered by Taiwanese EFL students

Exploring intercultural competence through an intercultural extracurricular activity in Taiwan

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