Language and the Development of Intercultural Competence in an 'Internationalised' University: Staff and Student Perspectives

Autor/inn/en	Dunworth, Katie; Grimshaw, Trevor; Iwaniec, Janina; McKinley, Jim
Titel	Language and the Development of Intercultural Competence in an 'Internationalised' University: Staff and Student Perspectives
Quelle	In: Teaching in Higher Education, 26 (2021) 6, S.790-805 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iwaniec, Janina) ORCID (McKinley, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1686698
Schlagwörter	Cultural Awareness; Higher Education; Teaching Methods; Educational Practices; Case Studies; Social Sciences; Recall (Psychology); Science Education; Engineering Education; Management Development; Language Usage; Cultural Pluralism; Intercultural Communication; College Students; College Faculty; Language Styles; International Education; Barriers; Figurative Language; Metalinguistics; Form Classes (Languages); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Case study; Fallstudie; Case Study; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Abberufung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Sprachgebrauch; Kulturpluralismus; Interkulturelle Kommunikation; Collegestudent; Fakultät; Sprachstil; Internationale Erziehung; Metalanguage; Metasprache; Analytischer Sprachbau; Ausland; Großbritannien
Abstract	Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions itself as internationally engaged and globally recognised. The project employed a multiple-case study design, examining eight academic programmes drawn from four different broad disciplinary groupings: social sciences, science, engineering, and management. Data were collected through individual, focus group and stimulated recall interviews, the latter using class observation recordings as a stimulus. The study revealed the ways in which language was exploited by both staff and students to convey particular meanings within an intercultural context. It was found that language choices, register and style were perceived as contributing to the pragmatic impact of either reinforcing barriers to or promoting intercultural competence development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01