Intercultural Foreign Language Teaching and Learning in Higher Education Contexts. Advances in Educational Technologies and Instructional Design (AETID) Book Series

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Sonst. Personen	Romanowski, Piotr (Hrsg.); Bandura, Ewa (Hrsg.)
Titel	Intercultural Foreign Language Teaching and Learning in Higher Education Contexts. Advances in Educational Technologies and Instructional Design (AETID) Book Series
Quelle	IGI Global (2019) PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
ISBN	978-1-5225-8128-4
DOI	10.4018/978-1-5225-8128-4
Schlagwörter	Second Language Instruction; Second Language Learning; Intercultural Communication; Cross Cultural Training; Global Approach; Multilingualism; Professionalism; Higher Education; Bilingual Education; Acculturation; Refugees; Electronic Mail; Communicative Competence (Languages); English for Special Purposes; Foreign Students; Foreign Countries; Computer Mediated Communication; Preservice Teachers; Cultural Awareness; Language Attitudes; Pragmatics; Brazil; China; Europe; United States; Kazakhstan + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Interkulturelle Kommunikation; Interkulturelle Orientierung; Globales Denken; Mehrsprachigkeit; Multilingualismus; Professionalität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bilingual teaching; Bilingualer Unterricht; Akkulturation; Flüchtling; Elektronischer Briefkasten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Computerkonferenz; Cultural identity; Kulturelle Identität; Sprachverhalten; Pragmalinguistik; Brasilien; Europa; USA; Kasachstan
Abstract	While research into intercultural teaching has grown exponentially during the past two decades, the research has primarily resorted to the use of quantitative data collection instruments and the interpretation of scores calculated through them. As such, studies in the field can seem somewhat decontextualized, ignoring in some cases setting-specific parameters. Therefore, further study is needed to bring together theory, research, and practice demonstrating how this teaching is reflected in research design and how it is undertaken in different settings. "Intercultural Foreign Language Teaching and Learning in Higher Education Contexts" is an essential reference source that provides a series of rich insights into the way intercultural education is practiced in numerous international contexts and showcases practical examples of teaching situations and classroom activities that demonstrate its impact within the classroom. Featuring research on topics such as higher education, multilingualism, and professionalism, this book is ideally designed for educators, researchers, administrators, professionals, academicians, and students seeking pedagogical guidance on intercultural teaching. This book contains the following chapters: (1) Intercultural Challenges of Teaching in Multilingual/Multicultural Classrooms (Éva Csillik); (2) Acculturation of Syrian Refugees in Turkey as a Condition for Successful SLA (Esim Gürsoy and Leyla Deniz Ertasoglu); (3) Politeness, Intercultural Communication, E-Mails: Principles and Practices (Elisabetta Pavan); (4) Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms (Trudy O'Brien); (5) Intercultural Language Teaching in an Era of Internationalization (Michael Byram); (6) Beyond the Script: Intercultural Communicative Competence, Professionalism, and "Narrative Tourism" (John Corbett); (7) Mobilizing Essentialist Frameworks in Non-Essentialist Intercultural Training (Jan Van Maele and Annelies Messelink); (8) The Hemispheres Connection (Bruno Lima and Hugo Dart); (9) A Core Skill for Higher Education: Intercultural Competence in China, Europe, and the USA (Christopher Brighton, Lingbin Wang, Yingting Chen, and Xu Gong); (10) Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students (Azamat Akbarov); (11) Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism (Ioannis Karras, Julia A. Spinthourakis, and Vasilia Kourtis-Kazoullis); and (12) Intercultural Pragmatics as Part of Intercultural Education for Teachers (Agnieszka A. Strzalka). (ERIC).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01