Schlagworte
intercultural language education
intercultural communicative competence
intercultural sensitivity
Zitationsvorschlag
Abstract
The article presents the results of a mixed-methods study conducted during an elective proseminar in which the participants (N = 34), English majors in the undergraduate program, received intercultural training. The aims of the study were to find out which dimensions of intercultural competence were developed as a result of the training and to investigate the participants’ opinions about the usefulness of the course for the development of their intercultural competence. The research data were collected through the Intercultural Sensitivity Scale (Chen, Starosta, 2000) administered before and after the training, and the participants’ written evaluations of the course. The quantitative analysis revealed significant increase in three out of five components of the scale: interaction engagement, confidence, and attentiveness. These results were complemented and elaborated upon by the qualitative findings, which uncovered the participants’ perceptions about the benefits of the training in enhancing their knowledge about interculturality and communication, various skills, and positive attitudes. They also pinpointed the teaching procedures that helped them develop.
Literaturhinweise
Arasaratnam-Smith L. (2020), Developing global graduates: Essentials and possibilities. „Research in Comparative & International Education”, No 15(1), pp. 20–26. DOI: https://doi.org/10.1177/1745499920901945
Arasaratnam-Smith L., Deardorff D. (2023), Developing intercultural competence in higher education: International students’ stories and self-reflection. New York: Routledge.
Baker W. (2012), From cultural awareness to intercultural awareness: culture in ELT. „ELT Journal”, No 66(1), pp 62–70. DOI: https://doi.org/10.1093/elt/ccr017
Berardo K., Deardorff D. (eds.) (2012), Building cultural competence: Innovative activities and models. Sterling: Stylus Publishing.
Białek M. (2017), Kształcenie wrażliwości interkulturowej w edukacji językowej. „Języki Obce w Szkole”, No 4, pp. 14-20.
Bussel V., Krause U.-M. (2015), Addressing cultural diversity: Effects of a problem-based intercultural learning unit. „Learning Environments Research”, No 18(3), pp. 1–28. DOI: https://doi.org/10.1007/s10984-015-9193-2
Byram M. (1997), Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram M. (2021), Teaching and assessing intercultural communicative competence. Second Edition. Clevedon: Multilingual Matters. DOI: https://doi.org/10.21832/9781800410251
Chen G.-M., Starosta W.J. (1996), Intercultural communication competence: A synthesis. „Annals of the International Communication Association”, No 19(1), pp. 353−383. DOI: https://doi.org/10.1080/23808985.1996.11678935
Chen G.-M., Starosta W.J. (2000), The development and validation of the Intercultural Sensitivity Scale. „Human Communication”, No 3, pp. 1–15. DOI: https://doi.org/10.1037/t61546-000
Council of Europe. (2016), Educational pack: All different, all equal. Second Edition Updated. Strasbourg: Council of Europe.
Council of Europe. (2022), The importance of plurilingual and intercultural education for democratic culture. Strasbourg: Council of Europe.
Deardorff D. (2006), Identification and assessment of intercultural competence as a student outcome of internationalization. „Journal of Studies in International Education”, No 10(3), pp. 241–266. DOI: https://doi.org/10.1177/1028315306287002
Fantini A. (2020), Reconceptualizing intercultural communicative competence: A multinational perspective. „Research in Comparative & International Education”, No 15(1), pp. 52–61. DOI: https://doi.org/10.1177/1745499920901948
Georgescu M. (ed.) (2018), T-KIT 4. Intercultural learning. Strasbourg: Council of Europe.
Gębal P. (2019), Dydaktyka języków obcych. Wprowadzenie. Warszawa: Wydawnictwo Naukowe PWN.
Gudykunst W.B., Guzley R.M., Hammer, M.R. (1996), Designing intercultural training, (in:) Landis D., Bhagat R.S. (eds.), Handbook of intercultural training. Second Edition. Thousand Oaks, CA: Sage Publications, pp. 61–80.
Janowska I., Badzioch M. (2016), Trening akulturacyjny a rozwijanie interkulturowej kompetencji komunikacyjnej. „Neofilolog”, No 46(2), pp. 221–233. DOI: https://doi.org/10.14746/n.2016.46.2.06
Kallschmidt A., Mesmer-Magnus J., Viswesvaran C., Deshpande S.P. (2020), Evaluation of cross-cultural training: A review, (in:) Landis D., Bhawuk D.P.S. (eds.), The Cambridge handbook of intercultural training. Fourth Edition. Cambridge: Cambridge University Press, pp. 334–353. DOI: https://doi.org/10.1017/9781108854184.012
Karpińska-Musiał B., Orchowska I. (2019), Międzykulturowość jako przestrzeń dla transdyscyplinarnej metaanalizy w glottodydaktyce i pedagogice międzykulturowej – pola współ-/niezależności pojęć, paradygmatów i celów kształcenia. „Neofilolog”, No 52(2), pp. 398–410. DOI: https://doi.org/10.14746/n.2019.52.2.12
Kohler M. (2020), Developing intercultural language learning. Cham: Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-59113-7
Kováčová M., Eckert S. (2010), Evaluation of cross-cultural training programs for international students from East Europe, (in:) Dupuy B., Waugh L. (eds.), Proceedings of the second international conference on the development and assessment of intercultural competence. Tucson: University of Arizona, pp. 195–219.
Landis D., Bhawuk D.P.S. (2020), Introduction and theoretical framework, (in:) Landis D., Bhawuk D.P.S. (eds.), The Cambridge handbook of intercultural training. Fourth Edition. Cambridge: Cambridge University Press, pp. 1–36. DOI: https://doi.org/10.1017/9781108854184.003
OECD (2019), Transformative competencies, the organisation for economic co-operation and development learning compass 2030 concept notes. Online: https://www.oecd.org/education/2030-project/teaching-and-learning/learning/all-concept-notes/ [Accessed 29.08.2024].
Office for Foreigners [Urząd do Spraw Cudzoziemców] (2023), Obywatele Ukrainy w Polsce – aktualne dane migracyjne. Online: https://www.gov.pl/web/udsc/obywatele-ukrainy-w-polsce--aktualne-dane-migracyjne2 [Accessed 6.05.2024]
Paige R.M., Martin J.N. (1996), Ethics in intercultural training, (in:) Landis D., Bhagat R.S. (eds.), Handbook of intercultural training. Second Edition. Thousand Oaks, CA: Sage Publications, pp. 55–60.
Pusch M. (2004), Intercultural training in historical perspective, (in:) Landis D., Bennett J., Bennett M. (eds.), Handbook of intercultural training. Thousand Oaks, CA: Sage Publications, pp. 13–36. DOI: https://doi.org/10.4135/9781452231129.n2
Róg T. (2016), Glottodydaktyczne obszary badań nad kompetencją międzykulturową. „Neofilolog”, No 47(2), pp. 133–152. DOI: https://doi.org/10.14746/n.2016.47.2.01
Siek-Piskozub T. (2017), On developing ICC: EFL teacher-educator’s reflections. „Scripta Neophilologica Posnaniensia”, No 17, pp. 283–299. DOI: https://doi.org/10.14746/snp.2017.17.19
Triandis H.C. (2004), Foreword, (in:) Landis D., Bennett J., Bennett M. (eds.), Handbook of intercultural training. Thousand Oaks, CA: Sage Publications, pp. IX–XII. DOI: https://doi.org/10.4135/9781452231129
United Nations Department of Economic and Social Affairs, Population Division. (2020), International migrant stock. Online: https://www.un.org/development/desa/pd/content/international-migrant-stock [Accessed 2.09.2024].
Vromans P., Korzilius H., Bücker J., de Jong E. (2023), Intercultural learning in the classroom: Facilitators and challenges of the learning process. „International Journal of Intercultural Relations”, No 97(101907). DOI: https://doi.org/10.1016/j.ijintrel.2023.101907
Wilczyńska W., Mackiewicz M., Krajka J. (2019), Komunikacja interkulturowa. Wprowadzenie. Poznań: Wydawnictwo Naukowe UAM.
Lizenz
Copyright (c) 2025 Aleksandra Wach, Wiktoria Cholewa
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).