Reflections on the Co-Construction of an Interpretive Approach to Interculturality for Higher Education in China

Autor/inn/en	Holmes, Prue; Ganassin, Sara; Li, Song
Titel	Reflections on the Co-Construction of an Interpretive Approach to Interculturality for Higher Education in China
Quelle	In: Language and Intercultural Communication, 22 (2022) 5, S.503-518 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2114491
Schlagwörter	Intercultural Communication; Cultural Awareness; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Instructional Materials; Higher Education; National Standards; Power Structure; Educational Theories; Preferences; Guidelines; Barriers; International Cooperation; Foreign Countries; Language Teachers; Teacher Education Programs; Consortia; Teacher Workshops; Faculty Development; Educational Cooperation; China; Europe; United Kingdom (England); Italy; Belgium + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie; Richtlinien; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Language teacher; Sprachunterricht; Vereinigung; Education; cooperation; Kooperation; Europa; Italien; Belgien
Abstract	The inclusion of intercultural communication and intercultural competence in English language education in Chinese Higher Education is now firmly established in the 'National Standards' (2020). In a post-project reflection, we explore the opportunities and challenges in co-constructing an interpretive (non-essentialist) approach to interculturality and the emergent pedagogic framework (theory, methodology, teaching materials) within a Chinese-European research project. While partners shared an enthusiasm to make the project successful, power relations, academic and professional expertise, and certain theoretical and methodological preferences challenged the co-construction of the framework. Thus, our reflections highlight tensions, challenges, and lessons learned which will inform future international collaborations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01