Translator Intercultural Competence

Yarosh, Maria

doi:10.4018/978-1-5225-9279-2.ch044

Cited by 2 publications

(3 citation statements)

References 3 publications

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“…It is also important to consider underlying traits and attitudes of students. In the literature, traits are often perceived as stable and applied as predictors of the degree of GC that an individual can attain rather than as trainable factors (Yarosh, 2013). Yet if all students are expected to develop GC, it is important to find a way to mitigate trait-based obstacles.…”

Section: Discussionmentioning

confidence: 99%

Global Competence and Foreign Language Education in Japan

Sakamoto

Roger

2022

Journal of Studies in International Education

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The pursuit of global competence (GC) is heavily promoted as part of university education in Japan, where the government exhorts universities to equip graduates with skills that will enable them to function as global citizens. Foreign language (FL) educators are often expected to cultivate these globally competent individuals. However, there is little consensus on what GC actually is, and limited evidence that existing models of GC are actually applicable in the Japanese context. This study used a qualitative survey targeting professionals, researchers, university teachers and students to determine the attributes that are seen to comprise GC, and the challenges faced in achieving GC in the Japanese context. Findings highlighted the primacy of FL communication skills, as well as openness, extraversion, emotional stability, and a willingness to engage. To overcome challenges to the achievement of these attributes, we suggest that FL educators need to tap into learners’ individual identities and aspirations, rather than pursuing generic and decontextualized approaches to the development of GC.

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Section: Discussionmentioning

confidence: 99%

Global Competence and Foreign Language Education in Japan

Sakamoto

Roger

2022

Journal of Studies in International Education

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“…Many studies have emphasized the role of developing university students' IC in different societies. Yarosh et al (2017) underscore the importance of IC at individual, institutional and national levels, and highlight its role in universal knowledge, university internationalization, globalization, migration, peace, leadership and preparing global citizens. For instance, Zazzi (2020) found IC helps nursing students in Switzerland effectively interact with diverse patients.…”

Section: Introductionmentioning

confidence: 91%

“…On the other hand, we note that teachers and administrative services can effectively improve university students' IC. Yarosh et al (2017) suggest that IC training and support activities can help students develop their IC. For example, instructors' and administrators' IC can also facilitate the IC development of university students.…”

Section: How Does Internationalization Abroad Improve Ic Among Univer...mentioning

confidence: 99%

Is internationalization abroad a prerequisite for university students' intercultural competence development?

Wang,

Shen

2024

AEDS

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PurposeThis study aims to examine how intercultural competence (IC) among university students can be enhanced through two streams of higher education internationalization: internationalization abroad and internationalization at home (IaH). By doing so, it aims to improve university students' IC through identifying which factors are more effective in fostering IC.Design/methodology/approachThe study is not solely a literature review, but rather a conceptual exploration based on a selective review of the literature. Due to the exploratory nature of this study, we employed a thematic analysis approach to reviewing English language literature while incorporating relevant Chinese literature to ensure a more balanced representation.FindingsWe found that international students’ IC is influenced by their overseas learning experiences, which are closely related to the duration of stay, language proficiency, intercultural contact, university management and teachers and administrative support. On the other hand, domestic students’ IC has been influenced by various IaH experiences primarily within their home university campus, such as foreign language learning, international curriculum, extracurricular activities, communication between domestic and international students, integrated management of international students, the use of Internet and communication technology and so forth. Although a direct and definitive comparison is lacking, some comparative analyses suggest that IaH experiences may yield better results in enhancing the IC of domestic students.Originality/valueThis article advances the understanding of IC development. We call for further research that values the importance of IaH in the increasingly uncertain globalization and delves into comparative analysis of the effects of two streams of higher education internationalization.

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Translator Intercultural Competence

Cited by 2 publications

References 3 publications

Global Competence and Foreign Language Education in Japan

Global Competence and Foreign Language Education in Japan

Is internationalization abroad a prerequisite for university students' intercultural competence development?

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