COVID-19 and Interculturality: Revisiting Assumptions about Intercultural Competence and Criticality Development in Modern Language Degree Programmes

Autor/in	Parks, Elinor
Titel	COVID-19 and Interculturality: Revisiting Assumptions about Intercultural Competence and Criticality Development in Modern Language Degree Programmes
Quelle	In: Language and Intercultural Communication, 23 (2023) 1, S.88-104 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2162065
Schlagwörter	COVID-19; Pandemics; Modern Languages; Second Language Learning; Second Language Instruction; Intercultural Communication; Cultural Awareness; Racism; Equal Education; Diversity; Educational Change; Higher Education; College Second Language Programs; Web Sites; Universities; Teaching Methods; Comparative Education; Foreign Countries; Curriculum Development; Student Development; German; Student Attitudes; Study Abroad; Program Content; Language Role; Power Structure; Linguistics; Critical Thinking; Undergraduate Students; United States; United Kingdom + Suchen Sie Ihr Suchwort? Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Rassismus; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Web-Design; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Deutscher; Schülerverhalten; Studies abroad; Auslandsstudium; Programmgestaltung; Linguistik; Kritisches Denken; USA; Großbritannien
Abstract	The initial response to COVID-19 exposed widespread racism and Sinophobia across the world, which contributed to a rethinking of equality and diversity in Higher Education (HE) and beyond. Within Modern Languages, much attention has been placed on decolonising the curriculum. The death of George Floyd in 2020 further contributed to an increased awareness of the need to rethink racism and challenge current practice within the curriculum. This paper re-examines the findings of a doctoral study exploring students' development of Intercultural Competence (IC) and criticality in Modern Languages with the aim of revisiting ways in which students' intercultural development can be defined and fostered in Higher Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01