Intercultural Competence in Technical Communication: A Working Definition and Review of Assessment Methods

Yu, Han

doi:10.1080/10572252.2012.643443

Cited by 34 publications

(30 citation statements)

References 41 publications

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“…It is generally acknowledged that pedagogy and didactics, assessment and teacher education are among the most salient, yet underdeveloped, areas in IC (Byram, 2014;Dervin, 2010;Yu, 2012). For example, in a recent analysis of the development of the intercultural dimension in foreign language teaching, Byram (2014: 219) refers to the LACE report, which yielded that more than 80% of the language teachers participating in the study reported using oral teacher input as the only methodological approach to teaching IC.…”

Section: Marta Aguilarmentioning

confidence: 99%

Integrating Intercultural Competence in ESP and EMI: From Theory to Practice

Aguilar¹

2018

ESP Today

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As internationalisation policies like English-medium Instruction (EMI) are increasingly implemented in European higher education, EMI and English for Specific Purposes (ESP) classrooms become small international spaces where local students' intercultural skills can be developed. I suggest that the internationalised higher education poses challenges also to non-mobile students, who find themselves in culturally diverse classrooms where English is used as the medium of instruction. The aim of this study is twofold. It first attempts to provide a research-based framework that accounts for the reasons why Intercultural Competence (IC) should become a learning outcome in ESP and EMI courses, with an emphasis on ESP. Second, it explores two ways in which this integration could take place drawing on Holmes & O'Neill's ethnographic model (2012). The seminar genre is proposed to showcase IC integration, as participation helps students practice their English skills and provides them with opportunities to develop disciplinary knowledge while debating on a specific topic. In brief, this study suggests that both ESP and EMI courses have the potential of preparing students for a future professional career in a globalised world and that ESP lecturers, in particular, emerge as the best prepared professionals for teaching intercultural skills.Key words intercultural competence, English for specific purposes, English-medium instruction, internationalisation at home. MARTA AGUILARVol. 6(1)(2018): [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43] Sažetak Sa sve češćom primenom politika internacionalizacije u evropskom visokom obrazovanju (npr. nastava stručnih predmeta na engleskom jeziku [EMI]), EMI i ESP (engleski jezik nauke i struke) učionice postaju mali internacionalni prostori u kojima je moguće razviti međukulturne veštine lokalnih studenata. Mišljenja sam da internacionalizovano visoko obrazovanje predstavlja izazov i za nemobilne studente, koji studiraju u kulturno diversifikovanim učionicama gde se nastava odvija na engleskom jeziku. Cilj ovog rada je dvostruk. Najpre ću pokušati da prikažem istraživački okvir kojim obrazlažem zašto bi interkulturna kompetencija (IK) trebalo da postane ishod učenja na EMI, a naročito na ESP kursevima. Drugo, na osnovu etnografskog modela Houmza i O'Nila (2012), u radu se ispituju dva načina na koje je ovu integraciju moguće izvesti. Žanr seminara (grupne rasprave) predlaže se kao ilustracija načina integracije IK, jer učešće pomaže studentima da razvijaju veštine engleskog i pruža im mogućnost da usavrše disciplinarno znanje kroz debate na određene teme. Ukratko, ovaj rad sugeriše da i ESP i EMI kursevi imaju potencijal da pripreme studente za buduću profesionalnu karijeru u globalizovanom svetu, kao i da su nastavnici engleskog jezika nauke i struke najobučeniji za nastavu međukulturnih veština.Ključne reči međukulturna kompetencija, engleski jezik nauke i struke, nastava na engleskom jeziku, internacionalizacija kod kuće.

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Section: Marta Aguilarmentioning

confidence: 99%

Integrating Intercultural Competence in ESP and EMI: From Theory to Practice

Aguilar¹

2018

ESP Today

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“…The rationale for this selection is based on the appropriateness of the sources of the inventories studied to the context of ESP learners outlined above: mainly academic and professional. In particular, the selection of the research work carried out by Han (2012), has been decisively influenced by the fact that it includes both students and professionals among the potential target users of the assessment, but especially because it deals specifically with the technical communication environment, very closely related to special languages and therefore with English for Specific Purposes. The first noticeable fact upon revising the three inventories is the wide range of designations for ICC assessment tools; as Han points out (2012: 86) "different instruments may bear the names of inventories, scales, or surveys".…”

Section: Intercultural Communication Competence Assessment Tools and mentioning

confidence: 99%

“…To do this, from the initial needs analysis mentioned above (Candel-Mora, 2015) and upon identifying that the main components have to be related to the academic and professional environment, subsequent work focuses on the compilations from the two types of sources coherent with this analysis: academic (Fantini, 2009;Han, 2012) and professional (Intercultural Training and Assessment Tools, 2015). The three sources provided a list of selected intercultural communication assessment tools that streamline the decision making process and pave the way for the conceptualization of ICC basic concepts.…”

Section: The List Of Tools From the Intercultural Communication Instimentioning

confidence: 99%

“…Thus, for this work efforts will concentrate on existing inventories of ICC assessment tools that already provide a preliminary in-depth discussion on ICC theoretical conceptualizations and present an overview of different tools and instruments selected from a number of sources and adaptable for different purposes and contexts (Fantini, 2009;Han, 2012;Intercultural Training and Assessment Tools, 2015). The rationale for this selection is based on the appropriateness of the sources of the inventories studied to the context of ESP learners outlined above: mainly academic and professional.…”

Section: Intercultural Communication Competence Assessment Tools and mentioning

confidence: 99%

“…In order to achieve this aim, this work starts with a revision of inventories of ICC assessment tools from the literature of intercultural (Fantini, 2009;Han, 2012;Intercultural Training and Assessment Tools, 2015) in order to identify their main elements in common, the most suitable aspects for the context of ESP students object of this study, and finally, to identify the drawbacks most frequently mentioned in the literature.…”

Section: Introductionmentioning

confidence: 99%

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