Is (Inter)cultural Competence Accessible? Assessing for Fluency

Autor/inn/en	Dolcini, Grace; Phelps, Grit Matthias
Titel	Is (Inter)cultural Competence Accessible? Assessing for Fluency
Quelle	(2022), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intercultural Communication; Communicative Competence (Languages); Instructional Design; Personal Autonomy; Second Language Learning; Second Language Instruction; International Educational Exchange; Computer Simulation; Language Fluency; Cooperative Learning; Visual Aids; Architecture; Empathy; Prosocial Behavior; Portfolios (Background Materials); Interpersonal Competence; Pragmatics; Self Esteem; Universities; College Second Language Programs; German; International Cooperation; Foreign Countries; English (Second Language); Language Usage; Cultural Awareness; College Students; Perspective Taking; Program Evaluation; Student Evaluation; Germany; New York + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lesson concept; Lessonplan; Unterrichtsentwurf; Individuelle Autonomie; Zweitsprachenerwerb; Fremdsprachenunterricht; Internationaler Austausch; Computergrafik; Computersimulation; Language skill; Language skills; Sprachkompetenz; Kooperatives Lernen; Anschauungsmaterial; Architektur; Empathie; Interpersonale Kompetenz; Pragmalinguistik; Self-esteem; Selbstaufmerksamkeit; University; Universität; Deutscher; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Cultural identity; Kulturelle Identität; Collegestudent; Zukunftsperspektive; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Deutschland
Abstract	Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at the accuracy of the students' target language performance. However this changes considerably in Virtual Exchange (VE) courses with a primary goal of fluency. In this case, the assessment should take into account social cues, silence, turn taking, correction, reactions to new ideas, signal words, and speaker confidence, among others. In this article, we would like to share our ideas of how we assess a fluency course using a modified version of Byram's (1997) model for teaching and assessing intercultural communicative competence and provide an example of a course design that was particularly successful, in which students worked together to complete a poster about the 100-year anniversary of the Bauhaus School. Additionally, to create an environment that promotes learner autonomy and helps students fully experience empathy, understanding, and tolerance while collaborating, a portfolio of tasks and self-assessment journals were used. [For the complete volume, "Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level," see ED624433.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01