Translingual Transcultural Competence: Student Agency, Teacher Guidance, and Program Support

Autor/in	Kunschak, Claudia
Titel	Translingual Transcultural Competence: Student Agency, Teacher Guidance, and Program Support
Quelle	In: Language Learning in Higher Education, 11 (2021) 2, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2021-2029
Schlagwörter	Multilingualism; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Language Laboratories; Cultural Awareness; Professional Education; Intercultural Communication; Immigrants; Metacognition; Barriers; Student Attitudes; Teacher Attitudes; College Students; College Faculty; German; Language Proficiency; Language Teachers; Personal Autonomy; Self Concept; Program Descriptions; Teaching Methods; Student Projects; Teacher Characteristics; Language Variation + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language laboratory; Sprachlabor; Cultural identity; Kulturelle Identität; Berufsausbildung; Interkulturelle Kommunikation; Immigrant; Immigrantin; Immigranten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Lehrerverhalten; Collegestudent; Fakultät; Deutscher; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Individuelle Autonomie; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Sprachenvielfalt
Abstract	An increasingly interconnected world requires people to become versatile communicators in a variety of different settings. Language centers have a critical role to play in this process by offering language and culture training in multiple languages to students, professionals and the wider community alike. They may do so from the perspective of developing plurilingual pluricultural competence, translingual transcultural competence or intercultural communicative competence and intercultural citizenship. This paper takes as its framework translingual transcultural competence, which not only reflects the current trend of transnationalism and diasporic communities, but also emphasizes the need to be critically aware, culturally reflective and socially sensitive. In order to better understand affordances and challenges in developing this competence, or set of competences, the author surveyed and interviewed students and teachers at one university-affiliated language center offering 30 languages besides German as the main language of study. Students at all proficiency levels as well as native and non-native teachers of the language taught were included in the study. Whereas the student survey investigated awareness and attitude, identity and community as well as the autonomy and agency of students in the program, teacher interviews provided insights into program parameters, classroom pedagogy and out-of-class projects. Findings from the study indicate a strong foundation in multicompetence thinking with some challenges in developing the transcultural component. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01