A Languacognitive Constructionist Approach to Intercultural Competence in Educational Settings

Autor/inn/en	Strugielska, Ariadna; Piatkowska, Katarzyna
Titel	A Languacognitive Constructionist Approach to Intercultural Competence in Educational Settings
Quelle	In: Language and Intercultural Communication, 17 (2017) 3, S.344-362 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2017.1318892
Schlagwörter	Longitudinal Studies; Second Language Learning; Cultural Awareness; Higher Education; Schemata (Cognition); Validity; Summer Programs; Second Language Instruction; Language Role; Linguistic Theory; Universities; Program Descriptions; International Cooperation; Psycholinguistics; Foreign Countries; Teacher Education; Elementary Secondary Education; Stereotypes; Student Attitudes; Teaching Methods; Educational Cooperation; Qualitative Research; Poland; Finland; France; Spain + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cognition; Schema; Kognition; Gültigkeit; Sommerkurs; Fremdsprachenunterricht; Linguistische Theorie; University; Universität; Internationale Kooperation; Internationale Zusammenarbeit; Psycholinguistik; Ausland; Lehrerausbildung; Lehrerbildung; Klischee; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Education; cooperation; Kooperation; Qualitative Forschung; Polen; Finnland; Frankreich; Spanien
Abstract	The aim of this paper is to discuss intercultural competence (IC) from a languacognitive perspective, whose main assumption is the interface between language, cognition and culture manifested in meaning construction. The article first emphasizes the centrality of language in the process of meaning construction. As a result, in the following section, we point to a potential contribution that a cognitive-linguistic perspective with its focus on two complex systems, that is, language and cognition, can bring to research on IC. More specifically, since, as we argue, intercultural competence is an abstract notion incorporating other intangible concepts, its interpretation needs a languacognitive focus. To illustrate the validity of the approach, we analyze meaning construals of IC of the participants of the summer school DICETE. The results highlight the importance of language for interpreting and developing IC in the context of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01