Intercultural Communicative Competence — a CI allenge in Multicultural and Anti‐racist Education

Luchtenberg, Sigrid

doi:10.1080/0952391950060202

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…they are part of a multilayered identity for all children and adolescents. While role distance and ambiguity tolerance help in coping with the diversity of norms, values and demands, empathy and presentation of identity are necessary to communicate in intercultural communication: empathy is needed to tolerate linguistic and/or socio-cultural differences of interaction partners, as well as to stimulate communication in spite of these differences (Luchtenberg, 1995;Thomas, 1990). And the skill of presenting an identity is necessary in order to give the interaction partner an insight into one's own personality.…”

Section: The Need To Develop a Multicultural Identitymentioning

confidence: 98%

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Identity Education in Multicultural Germany

Luchtenberg¹

1998

Journal of Multilingual and Multicultural Development

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This paper addresses conditions of identity education in Germany within the framework of multicultural education. The author focuses on the interaction theory of Krappmann (1971), which provides a framework for dealing with the necessities of identity education for migrant and German students. After outlining the new challenges for identity education in Germany caused by globalisation, European development, national unification and immigration, the author discusses the role of language within identity development. In the main section of the paper, the importance of identity education for migrant students and German students living together in a multicultural society is discussed. It is concluded that identity education for all students must focus on a multilayered or multicultural identity in order to enable all students to develop role distance, ambiguity tolerance, empathy and presentation of identity.

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Section: The Need To Develop a Multicultural Identitymentioning

confidence: 98%

“…To distance oneself from one's experiences allows one to adopt new constructs of the world. Thus, intercultural communication competence adds to identity just as does language acquisition (Luchtenberg (1995).…”

Section: Identity Education For German Studentsmentioning

confidence: 99%

Identity Education in Multicultural Germany

Luchtenberg¹

1998

Journal of Multilingual and Multicultural Development

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“…7 The capacity to deal with social and cultural diversity is best referred to as ª intercultural competenceº (see e.g. Luchtenberg, 1995;Verlot et al, 2000). In short, all of us have a certain degree of intercultural competence.…”

Section: Pragmatic Intercultural Education and Its Relation To Complementioning

confidence: 99%

Intercultural education and Complex Instruction. Some remarks and questions from an anthropological perspective on learning

Verlot¹,

Pinxten²

2000

Intercultural Education

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In this article we examine and discuss the relationship between intercultural education and Complex Instruction (CI) (as a speci® c form of co-operative learning). The goal of our examination is to gain a clearer idea of how CI can be used as a means for the enhancement of intercultural education. As a starting point for our discussion we re¯ect on learning as a fundamental cultural processÐ one that is conditioned by the basic intuitions that exist in the ® eld of western education. This framework allows for a more appropriate conceptualization of intercultural educationwithin what we refer to as a ª pragmatic perspectiveº . Starting from a rede® nition of intercultural education, we will examine the concepts and practices of CI in its relation to intercultural education.

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“…Aunque en este trabajo tan sólo nos refiramos a una de ellas, en los últimos años se han desarrollado numerosas herramientas groupware bajo licencias de software libre de fácil acceso, con prestaciones muy similares a las que nos proporcionan distintas marcas comerciales, habitualmente menos accesibles por su elevado coste. Ahora bien, sabiendo que disponemos de los soportes tecnológicos necesarios para desarrollar un planteamiento como el que desde aquí proponemos, probablemente su rentabilización desde un punto de vista intercultural dependerá en gran medida de la formación y actitudes no sólo de los docentes, sino también de la comunidad escolar en su conjunto, además de la formación intercultural del profesorado en iniciativas y diseños didácticos especializados en el empleo reflexivo y crítico de las TIC para la promoción de las relaciones interculturales entre los diferentes agentes educativos (Luchtenberg, 1995;Tondeur et al, 2009). …”

Section: Sociocomunicacionalunclassified

Educación Intercultural y TIC: claves pedagógicas de la innovación y el cambio social en el siglo XXI

Olivencia¹,

Caamaño

2012

attic

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Educación Intercultural y TIC: claves pedagógicas de la innovación y el cambio social en el siglo XXI Resumen Este artículo plantea la necesidad de ofrecer claves pedagógicas para la innovación y el cambio social en las instituciones universitarias y formativas del siglo XXI. Así, se pone de relieve la importancia de promover la educación intercultural a través de las TIC (Tecnologías de la Información y la Comunicación) como un elemento de innovación y de proyección positiva de la diversidad cultural. La cooperación en red desde una perspectiva intercultural y el impulso de las competencias interculturales son elementos fundamentales para transformar los escenarios formativos de una sociedad en permanente cambio social.Palabras clave: sociedad del conocimiento, competencias interculturales, tecnología, digiculturalidad, comunidades de aprendizaje, aprendizaje cooperativo | MOnOgRáFICO: EXPERIEnCIAS PEDAgógICAS, InnOvACIón E InvESTIgACIón En áMbITOS EDUCATIvOS UnIvERSITARIOS Resum Aquest article planteja la necessitat d'oferir claus pedagògiques per a la innovació i el canvi social a les institucions universitàries i formatives del segle XXI. Per tant, el que subratlla és la importància de promoure l'educació intercultural a través de les TIC (tecnologies de la informació i la comunicació) com a element d'innovació i projecció positiva de la diversitat cultural. La cooperació en xarxa des d'una perspectiva intercultural i la promoció d'habilitats interculturals són elements fonamentals per a transformar els escenaris formatius d'una societat en permanent canvi social. AbstractThis article sets the need for teaching key for innovation and social change in universities and training institutions of the 21st century. So, it is highlighted the importance of promoting intercultural education through ICT (information and communications technologies) as an element of innovation and positive projection of cultural diversity. The networking from an intercultural perspective and the promotion of intercultural skills are fundamental elements to transform a training scenarios of a society in permanent social change.

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Intercultural Communicative Competence — a CI allenge in Multicultural and Anti‐racist Education

Cited by 4 publications

References 3 publications

Identity Education in Multicultural Germany

Identity Education in Multicultural Germany

Intercultural education and Complex Instruction. Some remarks and questions from an anthropological perspective on learning

Educación Intercultural y TIC: claves pedagógicas de la innovación y el cambio social en el siglo XXI

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