Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project
The paper presents the core aims and objectives of the teaching materials developed within the IEREST (Intercultural Education Resources for Erasmus Students and their Teachers) project, and shows how the innovative approach adopted for these activities can be implemented in the classroom. The IEREST teaching modules are innovative in that the approach adopted draws strongly on the notions of critical cosmopolitanism (Holliday 2012) and intercultural communicative competence (Byram 1997 and 2012). The activities in the modules promote a view of culture as a negotiated „process” among individuals, small or large groups and intercultural communication as a co-construction of meaning conveyed across linguistic and cultural boundaries, thus rejecting explicitly any “essentialist” attitudes and simplistic overgeneralisation of “otherness.” The approach to language use in intercultural encounters observes how the above concepts are expressed in a number of contexts, while also building on the view that intercultural communication among bilinguals often takes advantage of a lingua franca, a foreign language that all the participants in the communicative activity have in common because they had learned it. Taking into account the concept of “linguaculture” (Risager 2012) the modules seek to raise awareness of the negotiating process in rendering meaning through a linguistic and cultural blend of both the target language and the speake’s first language. The paradigm shift proposed by the IEREST Modules indicates a need to rethink current practices in intercultural education and to acknowledge societal changes in multilingual Europe and beyond.
Alred, G., M. Byram, & M. Fleming. (2002). Intercultural experience and education. Clevedon: Multilingual Matters.
Anquetil, M. (2006). Mobilité Erasmus et communication interculturelle. Bern: Peter Lang.
Beaven, A. et al. (2015). IEREST, Intercultural Education Resources for Erasmus Students and their Teachers. Koper: Annales University Press.
Beaven, A., Comas-Quinn, A., & Sawhill, B. (2013). Introduction on case studies of openness in the language classroom. In A. Beaven, A. Comas-Quinn & B. Sawhill (Eds.), Case studies of openness in the language classroom. Dublin, Ireland; Voillans, France: Research-publishing.net
Byram, M. (2012). Conceptualizing intercultural (communicative) competence and intercultural citizenship. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication. London and New York: Routledge Taylor & Francis Group.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., & Zarate, G. (1995). Defining and assessing intercultural competence: Some principles and proposals for the European context. Language Teaching, 29, 14-18.
Chen, G., & Starosta, W. (1998-99). A review of the concept of intercultural awareness. Human Communication, 2, 27-54.
Commission of the European Communities. (2009). Green paper: Promoting the learning mobility of young people. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52009DC0329&from=EN
Deardorff, D. K. (2004). In search of intercultural competence. International Educator, Spring 2004, 13-15.
Deardorff, D. (2009). Synthesizing conceptualizations of intercultural competence: A summary and emerging themes. In D. Deardorff (Ed.), The Sage handbook of intercultural competence (pp. 264-270). Thousand Oaks, CA: Sage.
Dervin, F. (2008). Métamorphoses identitaires en situation de mobilité. Turku: University of Turku, Humanoria.
Dervin, F. (2009). The Others as impediments to “integration” into Finnish society: The case of exchange students in higher education. Research on Finnish Society, 2, 19-27.
Elamé, E. (2006). Comunicazione interculturale e vocabolario discriminante nella lingua tedesca, francese e italiana. Migration Studies, Autumn 2006, XLIII/163, 578-586.
Fantini, A. E. (2000, 2001). Intercultural competence: An essential ingredient for the New Millennium. CISV Interspectives, 18, 89-91.
Holliday, A. (2013). Understanding intercultural communication: Negotiating a grammar of culture. London and New York: Routledge Taylor & Francis Group.
Holliday, A. (2012). Culture, communication, context and power. In J. Jackson, J. (Ed.), The Routledge handbook of language and intercultural communication. London and New York: Routledge Taylor & Francis Group.
Holmes, P., & O’Neill, G. (2012). Developing and evaluating intercultural competence: Ethnographies of intercultural encounters. International Journal of Intercultural Relations, 36(5), 707-718.
Hoskins, B., & Sallah, M. (2011). Developing intercultural competence in Europe: The challenges. Language and Intercultural Communication, 11(2), 113-125.
Jackson, J. (2010) Intercultural journeys, from study to residence abroad. Melbourne: Palgrave Macmillan.
Jiwani, Y., & Richardson, J. E. (2011). Discourse, ethnicity and racism. In T. A. Van Dijk (Ed.), Discourse studies: A multidisciplinary introduction (pp. 241-262). London, UK: Sage.
Rathje, S. (2007). Intercultural competence: The status and future of a controversial concept. Language and Intercultural Communication, 7, 254-266.
Risager, K. (2012). The cultural dimensions of language. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication. London and New York: Routledge Taylor & Francis Group.
Risager, K. (2008). Towards a transnational paradigm in language and culture pedagogy. In J. Menard-Warwick (Ed.), TESOL Quaterly, 42(3), 617-640.
Shaules, J. (2007). Deep culture: The hidden challenges of global living. Clevedon: Multilingual Matters.
Spitzberg, B., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. Deardorff (Ed.), The Sage handbook of intercultural competence (pp. 2-52). Thousand Oaks, CA: Sage.
Starkey, H. & Osler, A. (2009). Antiracism, citizenship, and education: European ideals and political complacency. In J.A. Banks (Ed.), Routledge international companion to multicultural education (pp. 348-359). New York: Routledge.
Starosta, W. J. (2014). Sojourning through intercultural communication: A retrospective. In M. K. Asante,Y. Miike, & J. Yin (Eds.), The global intercultural communication reader. London and New York: Routledge Taylor & Francis Group.
Strong, D. (2011). Discourse of bi-national exchange students: Constructing dual identifications. In F. Dervin (Ed.), Analysing the consequences of academic mobility and migration (pp. 51-66). Newcastle upon Tyne: Cambridge University Press.
Van Dijk, T. A. (1984). Prejudice in discourse. Amsterdam: Benjamins.
Van Dijk, T. A. (1987). Communicating racism. Ethnic prejudice in thought and talk. Newbury Park, CA: Sage.
Vande Berg, M. (2009). Intervening in student learning abroad: A research-based inquiry. Intercultural Education, 20, 15-27.
Al Jazeera English. (2013). UK immigration and human rights law updates: UK’s “Go Home” campaign faces legal action. Retrieved from http://www.youtube.com/watch?v=4D3EJ9mCZq4
StatystykiAbstract - 71 PDF - 77
- There are currently no refbacks.
Copyright (c) 2017
This work is licensed under a Creative Commons Attribution 4.0 International License.