Understanding Africans’ Conceptualizations of Intercultural Competence

Nwosu, Peter O.

doi:10.4135/9781071872987.n8

Cited by 46 publications

(3 citation statements)

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“…The documented value of students’ having an immersive and relational learning experience (Vande Berg et al, 2009), such as homestays, on their development of global competencies (Roberts et al, 2013) influenced the decision to seek out participants who are alumni of programs that included relationship-building opportunities within their program. The importance of relationship and meaningful social interaction is a long-standing part of intercultural understanding and global citizenship frames in non-Western cultures (Chen & An, 2009; Nwosu, 2009; UNESCO, 2018).…”

Section: Contextualizing the Inquirymentioning

confidence: 99%

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Sisisky

2023

Teachers College Record: The Voice of Scholarship in Education

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Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.

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Section: Contextualizing the Inquirymentioning

confidence: 99%

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Sisisky

2023

Teachers College Record: The Voice of Scholarship in Education

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“…There are differences in approaches to this competence depending on geographical location, applications or whether it focuses on the individual or on interpersonal relationships (Anderson, 2019, p. 5). Also, as noted in OECD (2016OECD ( , 2018, in addition to Western theories, it is interesting to consider related concepts from other cultural discourses, such as the South African "Ubuntu" (Nwosu, 2009;Khoza, 2011). Deardorff (2013) highlights the following key elements that converge in different cultures: "respect, listening, adaptation, relationship building, multi-perspective vision, self-awareness and cultural humility" (OECD, 2018, p. 28).…”

Section: Global Competencementioning

confidence: 99%

Competencia global y educación literaria: fundamentos teóricos y aportes críticos

Bermúdez-Martínez,

Iñesta-Mena

2023

Ocnos

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E El objetivo de este trabajo es presentar los resultados de una revisión teórica sistemática de alcance internacional sobre la noción emergente de competencia global, identificando su potencial para la educación literaria. Las fuentes revisadas son artículos y trabajos de investigación publicados en los últimos quince años, y seleccionados en bases de datos especializadas. El estudio revela cómo la competencia global se configura desde la movilización de dimensiones como comprender múltiples perspectivas, comunicar eficazmente con audiencias diversas, indagar sobre el mundo y emprender acciones éticamente responsables, junto con componentes como la conciencia intercultural y la alfabetización crítica. En este escenario educativo, se analiza el papel que debe desempeñar una educación literaria que conecte al alumnado con el mundo, acompañándole en el descubrimiento, análisis e interpretación de cuestiones globales y multiculturales, desde la literatura infantil y juvenil. Como conclusión, se afirma que esta perspectiva implica la revisión del canon literario y la aplicación de propuestas metodológicas de mediación que focalicen la gestión del aula y las estrategias de interacción comunicativa a partir de los textos.

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“…Efforts to examine intercultural competence from non-Western perspectives, with an emphasis on interpersonal and cross-cultural relations worldwide, began to appear in recent studies. Such is the case with viewing intercultural competence from Arab (Zaharna, 2009, p. 192), African (Nwosu, 2009, p. 167) or Indian (Manian & Naidu, 2009, pp. 244–245) perspectives.…”

Section: Review Of the Literaturementioning

confidence: 99%

The practicability of proverbs in teaching Arabic language and culture

Tayyara

2020

Language Teaching Research

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This empirical case study has two objectives. First, it reports on the pedagogical applicability and practicability of proverbs in teaching Arabic language and culture at the novice level and up according to guidelines of the American Council on the Teaching of Foreign Languages (ACTFL). Second, it examines how the use of proverbs in teaching inspires active learning and stimulates students’ intercultural perception. The empirical activities presented in this article demonstrate that the constructive integration of Arabic proverbs in language teaching helps improve learners’ linguistic competency, intercultural awareness, and cross-cultural communication. The article also shows that proverbs constitute an important repository of authentic materials that can provide educators with new instructional ideas and strategies in teaching Arabic as a foreign or second language. The study’s findings also mirror ongoing pedagogical discussions about teaching Arabic as a foreign and strategic language. Such is the case with approaches and theories, textbooks, the role of culture in learning, the use of authentic materials, and Arabic diglossic disposition.

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Understanding Africans’ Conceptualizations of Intercultural Competence

Cited by 46 publications

References 0 publications

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Competencia global y educación literaria: fundamentos teóricos y aportes críticos

The practicability of proverbs in teaching Arabic language and culture

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