From Principles to Practice in Education for Intercultural Citizenship

Byram, Michael; Golubeva, Irina; Hui, Han; Wagner, Manuela

doi:10.21832/9781783096565

Cited by 50 publications

(8 citation statements)

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“…The narratives delineated how the current study participants gained self-insight into their own cultural makeup, starting to understand their multiple cultural identities, and how they employed their local identities to fit into the surrounding environment. The study findings concur moderately with the outcomes of the previous research in showing sojourns as a positive experience contributing to students' gaining new dimensions of their personal and social identities, and developing personal growth (Dolby 2005;Gill 2007;Kinginger 2009Kinginger , 2013aKinginger , 2013bPitts 2009;Jackson 2010Jackson , 2015Mitchell 2012;Kim 2014;Tian & Lowe 2014;Czerwionka, Artamonova & Barbosa 2015;Byram et al 2017;Fang & Baker 2017). On arrival, isolated from their families and the familiar cultural environment, the interviewees experienced stress, anxiety, and disorientation (the first stage of Kim's tripartite intercultural adaptation framework discussed in section 2), and faced a range of cultural challenges due to lack of knowledge of Polish culture, the new learning context and norms, and lack of effective preparation.…”

Section: Discussionsupporting

confidence: 88%

Developing Intercultural Identity on a Sojourn Abroad: A Case Study

Sobkowiak

2021

Studia Anglica Posnaniensia

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This article reports on a longitudinal case study and gives first-hand accounts of the lived experiences of five Erasmus+ students from Turkey during their sojourn at a university in Poland and its impact on the students’ individual identities. The research aimed to investigate students’ learning experience at the host institution and intercultural adaptation, focusing on the transformative outcomes that the sojourn brought about in them. The framework used as a theoretical basis for the study was Kim’s integrative theory of communication and cross-cultural adaptation. The theory claims that cultural adjustment is a function of an individual’s development of social and personal communication competence in their respective environments. As a result of frequent meaningful interactions with cultural others, through meeting and overcoming multiple intercultural challenges, people are likely to develop intercultural personhood, going through three consecutive stages, i.e., stress-adaptation-growth (Kim 2008). The study outcomes show sojourning abroad as a rather positively valenced experience, contributing to participants’ gaining knowledge about diverse cultures, the skills to cope with diversity and an increased willingness to interact with people from different ethnic backgrounds. The data revealed that the participants underwent, to a moderate degree, a cultural identity shift toward becoming more mindful, open-minded, self-other oriented, and inclusive toward diversity.

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Section: Discussionsupporting

confidence: 88%

Developing Intercultural Identity on a Sojourn Abroad: A Case Study

Sobkowiak

2021

Studia Anglica Posnaniensia

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“…Consequently, educational and social inequalities may be brought by such linguistic capital afforded to English within the domestic employment landscape (Park, 2016) as well as the social economic prestige (Hu & McKay, 2012), which could have adverse effects on GCE for students. Moreover, discussions were concerned with the notion of intercultural citizenship as a goal and content in language education (Fang & Baker, 2017), which combined the intercultural and critical foreign language teaching approach as well as the intercultural communicative competence (Byram et al, 2017). ELF, therefore, offers a way to address the inequality dilemma caused by nativespeakerism and GCE equality, and to enable students to become more critical about their roles in the world and build compassionate as well as positive relationships with others.…”

Section: Gce and English Teaching And Learningmentioning

confidence: 99%

“…While 'language' and 'citizenship' are always linked with each other, foreign language teaching has both instrumental purposes and educational goals for moral and civic dimensions (Williams, 2017). Shouldering the mission of educational and political responsibilities, foreign language educators are encouraged to connect language classrooms with social communities by inspiring students to participate in civic or social actions at local, regional and global levels to address their intercultural citizenship (Byram et al, 2017). Accordingly, the cross-cultural nature of foreign language education makes it an ideal place to foster GCE, and to create opportunities to strengthen local identity and develop understanding, tolerance, and acceptance of diversity at different levels (Calle Díaz, 2017).…”

Section: Introductionmentioning

confidence: 99%

Scrutiny of Global Citizenship in Chinese Elementary School English Textbooks and Teachers’ Practices during COVID-19 Pandemic

Sun¹,

Buripakdi²

2022

APJEE

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Problems associated with globalisation have been exacerbated with the COVID-19 pandemic, which made us more aware of the interconnected nature of the world. Global pandemic requires global solutions, and the educational system should look beyond the confines of national borders to advocate for Global Citizenship Education (GCE) to provide such solutions. However, it is still underexplored that to what extent Chinese elementary school English textbooks reflect the notion of GCE and how they guide teachers’ practices particularly during the COVID-19 pandemic. To address the gap, a mixed-method study was conducted to scrutinize two versions of Chinese elementary school English textbooks and explore teachers’ practices, so as to contribute to China’s context-specific GCE endeavours through English language teaching (ELT). The findings demonstrate that the themes of GCE are embedded in two versions of textbooks to varying degrees and with unbalanced distribution. Some elements that do not comply with the proposition of GCE and the excluded themes may impede the full realisation of global citizenship values. Interview results show that teacher training is urgently needed to integrate GCE into interdisciplinary subjects and raise teachers’ critical awareness to challenge the prevailing routines in ELT. The findings could also provide some pedagogical enlightenment for teachers’ practices during the COVID-19 pandemic.

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“…In short, these ongoing projects have been fostering the dialogue about, in line with Byram (1997) and Byram et al (2016), diverse cultural values, stereotypes and worldviews, in addition to reflections on local and global issues -aspects necessary for the development of a global citizen (LEASK, 2015;CLIFFORD, 2018;BELLI et al 2018) -, preparing the ground for the fight against monocultural practices.…”

Section: The Research Projectmentioning

confidence: 99%

“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

Schaefer¹

2022

Dom. Ling.

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Belli et al. (2018) explain that the myth of the Tower of Babel, described in the Holy Bible, alludes to the intercultural relations in today’s world, because the Tower was located in a major economic and cultural center of the ancient world. Telecollaboration, defined as the use of online technologies in the area of language teaching and learning between students who are geographically distant (O’DOWD, 2013a), plays an important role in promoting intercultural interactions in the Internationalization at Home (O’DOWD, 2019) context. The latter stands for a more inclusive internationalization, achieved by domestic activities, and not only by international academic mobility (CROWTHER et al., 2000). For Luna (2018b), the process of Internationalization of the Curriculum occurs in the light of the intercultural approach (KRAMSCH, 2014), whereas Gil (2016) argues that such approach should be conceptualized based on the interaction between language and culture. This study aims at discussing how the interaction between language and culture related to the intercultural approach can lead students “to go down the Tower of Babel” through telecollaborative activities in the context of Internationalization at Home. With respect to the results, two telecollaborative domestic actions, under the author’s coordination, appear to indicate that there have been opportunities towards the process of “going down the tower”, since many concerns related to the current world, e.g. cultural differences, stereotypes and the environment, where students can to take both an insider and an outsider’s perspective (KRAMSCH, 2011), are at the heart of the discussions.

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From Principles to Practice in Education for Intercultural Citizenship

Cited by 50 publications

References 0 publications

Developing Intercultural Identity on a Sojourn Abroad: A Case Study

Developing Intercultural Identity on a Sojourn Abroad: A Case Study

Scrutiny of Global Citizenship in Chinese Elementary School English Textbooks and Teachers’ Practices during COVID-19 Pandemic

“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home

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