Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization

Deardorff, Darla K.

doi:10.1177/1028315306287002

Cited by 2,178 publications

(2,276 citation statements)

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“…2 (Deardorff 2006) samengesteld uit een panel van 23 internationaal bekende interculturele experts, wordt interculturele competentie in de hoogst gerankte definitie als volgt omschreven: "The ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills and attitudes" (Deardorff 2008: 33). Uit Deardorff's definitie kunnen we opmaken dat kennis, vaardigheden en houdingen een essentiële rol te vervullen hebben bij het waarborgen van een doeltreffende en adequate communicatie in interculturele situaties.…”

Section: In De Delphi Studyunclassified

Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

Waterlot

2016

Werkwinkel

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Abstract:Intercultural communication has become a scientific discipline which aims at improving communication during intercultural contacts by means of fostering the intercultural awareness and competence of the interlocutors involved within the intercultural communication process. In view of the intensifying European and international contacts the interest for this competency has grown during the last decades. This can among others be observed within foreign language teaching, but also in the training of translators at university level where new didactical approaches and teaching methods are being developed in order to improve the intercultural of future translators. This article presents a preliminary collaboration between the John Paul II Catholic University of Lublin and non-profit organization of translators, as well as the theoretical and practical backgrounds of a project which that they envisage to realize in future in order to transform its participants into intercultural competent translators.

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Section: In De Delphi Studyunclassified

Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

Waterlot

2016

Werkwinkel

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“…The key theme here is discovery: students' discovery of their multiple identities through a reflection on language learning, and the possibilities for intercultural communication in previously uncharted geographical territory. As Deardorff (2006) notes, these are all requisite attitudes to developing intercultural competence. As shown in the questionnaires from Bologna, the second reason students gave for participating in the IEREST workshop was to practise language.…”

Section: Reflecting On (Developing) Interculturalitymentioning

confidence: 99%

Interculturality and the study abroad experience: students’ learning from the IEREST materials

Holmes

Bavieri

Ganassin

et al. 2016

Language and Intercultural Communication

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study investigated how a "while abroad" (IEREST) intercultural experiential learning programme i) encouraged mobile student sojourners to explore the concept of "interculturality"; ii) promoted their intercultural engagement/communication during their stay abroad; and iii) invited them to reflect on their own (developing) interculturality. As students demonstrated their intercultural learning and perspectives, how did they (re)interpret and (re)construct the IEREST learning materials? Data drew on questionnaires, reflective journals and focus groups from two groups of mobile university students (in Italy and the United Kingdom). The findings illustrated how students' initial expectations of the programme (meeting new people, improving language) were exceeded. Through reflection of experience, and discussion with peers, tutors, members of the host community students realised that "interculturality" is multifaceted and complex; they expanded their small culture spheres to explore community cultures (gender, age, locality); they acknowledged the effort, work, and time required in interpreting bilateral understandings of self and other, and the possibilities of such understandings for global/intercultural citizenship. The outcomes offer implications for intercultural learning and training in the study abroad context, materials development, and further research concerning student mobility and intercultural education in other contexts.La ricerca ha inteso investigare le modalità attraverso cui un programma di educazione interculturale, basato su un approccio esperienziale e rivolto a studenti universitari in mobilità (IEREST), i) abbia incoraggiato gli studenti ad indagare sul concetto di 'interculturalità'; ii) abbia promosso il loro impegno e la comunicazione interculturali; iii) li abbia sostenuti nella riflessione sul proprio sviluppo di capacità interculturali. Ci si è pertanto chiesti in quale modo gli studenti abbiano recepito, reinterpretato e ricostruito i concetti sottostanti ai materiali didattici IEREST. I dati, raccolti in Italia e nel Regno Unito mediante questionari scritti, diari riflessivi e focus group, mostrano come gli studenti abbiano acquisito una consapevolezza interculturale oltre le loro aspettative iniziali (incontrare persone nuove, migliorare la lingua). Attraverso la riflessione sulle esperienze vissute e attraverso l'interazione con i propri pari, con gli insegnanti e con membri della comunità locale, gli studenti h...

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“…al, 2010) to individual competences (Spitzberg, 2000;Deardorff, 2006;Collier, 2015). Rooted back to mid-twentieth century, the field has been facing challenges and opportunities of globalization.…”

Section: Intercultural Communication and Social Mediamentioning

confidence: 99%

Exploring Intercultural Communication in Expats’ Social Media Groups

2016

Emirates Research Publishing May 24-25, 2016 Paris (France)

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Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization

Cited by 2,178 publications

References 11 publications

Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

Interculturality and the study abroad experience: students’ learning from the IEREST materials

Exploring Intercultural Communication in Expats’ Social Media Groups

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