Ethnographic Approaches to Developing Intercultural Competence through Intercultural Interactions in the Higher Education Context in China

Autor/inn/en	Wang, Yi'an; Miao, Liyang
Titel	Ethnographic Approaches to Developing Intercultural Competence through Intercultural Interactions in the Higher Education Context in China
Quelle	(2020), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ethnography; Intercultural Communication; Second Language Learning; Second Language Instruction; Geography Instruction; Anthropology; Learning Motivation; Higher Education; Foreign Countries; Cultural Awareness; Course Descriptions; Teaching Methods; English (Second Language); Teacher Student Relationship; Online Courses; Program Descriptions; Electronic Publishing; Graduate Students; Masters Programs; China + Suchen Sie Ihr Suchwort? Ethnografie; Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Geography education; Geography lessons; Geografieunterricht; Anthropologie; Motivation for studies; Lernmotivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Cultural identity; Kulturelle Identität; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Online course; Online-Kurs; Elektronisches Publizieren; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	With the recent developing trend of redefining 'culture' across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey & Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests "a redefinition of culture in anthropological rather than aesthetic terms" (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active 'cultural experience' in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture "as the full gauntlet of social experience that students of foreign languages both learn and participate in" (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of 'small culture', students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003). [For the complete volume, "Virtual Exchange in the Asia Pacific: Research and Practice," see ED610332.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01