Teachers’ intercultural competence: a requirement or an option in a culturally diverse classroom?

This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI) to assess IC. Later, a discussion group was held to reflect on the results of the evaluation and to discuss educational practices in the face of cultural diversity. The quantitative IDI findings indicated that, regardless of the presence of foreign origin students at schools, participant teachers overestimate their level of intercultural sensitivity; there is a tendency to emphasise similarities in all cultures, which can minimise significant cultural differences. Nevertheless, the teachers became interested in cultural diversity after considering their potentially controversial and problematic educational context. Beyond admitted limitations of this study, inherent to small-scale methodological approach, our practice-based reflective proposal highlights obstacles and potentialities for managing cultural diversity in the classroom. These findings support the conclusion that IC is distributed throughout members of a community rather than being strictly an individual attribute. At the same time, the study thus demonstrates a mixed-method training design as an effective means of developing and assessing IC.     

跨文化交际中的中庸之道

随着国际间的交流日益频繁,跨文化交际成为当今时代的突出特征。由于文化背景的不同,人们在跨文化交际过程中难免会遇到一些障碍,阻碍交际的进程。以中庸思想作为跨文化交际的原则,求同存异,有利于化解不同文化间的冲突,推动跨文化交际的顺利进行。     

CALL教学中应当怎样注意网络交流中的礼仪问题

外语教学中非常注重学生跨文化交流能力的培养,计算机用于教学中以后,广大教师和学生经常地使用到电子邮件、键友、电子论坛、电子聊天、网络视频会议等等资源。因此,网络跨文化交流能力变得尤为重要。作为一名外语教师,特别是担负基础外语教学任务的外语教师,了解一定的网络交流礼仪是十分必要的。     

从"文化帝国主义"到"跨文化传播"

“文化帝国主义”和“跨文化传播”是两种不同的对文化传播的认知与分析模式。两种文化传播理论都有其产生的现实语境,“文化帝国主义”是后殖民主义语境下具有良知的文化批判,但随着全球化程度的日益加深和成熟,各文化形态的触碰日益频繁,联系日益紧密,依赖日益加强,相互的了解和尊重日益增多,“文化帝国主义”也必然的受到了批判;“跨文化传播”就是在重新把握现实的基础上,强调各文化形态要自觉地以更理性和宽容的态度审视他人,反思自身,以自由和平等作为人类共同的文化发展目标。     

通过文化移情提高学生的跨文化交际能力

跨文化交际能力是来自不同文化背景的人们间成功交流的关键因素。随着世界经济文化全球化进程的进一步发展,提高跨文化交际能力在语言教学中显得尤为重要。研究表明,文化移情是提高跨文化交际能力的有效途径之一。     

基于“产出导向法”的课程思政效能提升实践研究——以“跨文化交际”为例

分析了目前的高校课程思政建设受限于教师的认识不到位、传统课堂教学时间有限、方法单一等因素,仍然存在效能不足的问题。结合跨文化交际具体教学实践,提出了构建教师学习共同体以深化认识、加强专业与思想政治元素有机融合和构建产出导向的课程思政混合式教学模式三方面的措施,通过访谈、问卷、同行评议等方式,检验了这些措施的有效性,并提出了提升课程思政效能的合理化建议。     

跨文化交际教学的现状与出路

目前我国涉外人员的跨化交际知识十分匮乏，而化教学还未受到应有的重视。要普及跨化交际知识不能靠普遍开设跨化交际课程，而要走化教学与语言教学相结合的道路。     

Western and Chinese Praising

Nowadays the study of cross-culture communication has drawn interest in U. S. A. It focuses on the problems arising from communication between people of different cultural backgrounds and how to solve them. Intercultural communication is a kind of culture so we had better know how we could solve the problems arising from wrong understanding of diferent customs.     

高校英语专业教学中的中国本土文化缺失现象研究

跨文化交际是一种交互式行为。长期以来高校英语专业教学片面强调英语背景文化的传入,却忽视了中国本土文化的教学,形成了单向文化教学现象,造成中国本土文化的缺失,其原因和应对策略是多元的。     

‘Taking culture seriously’: implications for intercultural education and training

Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising – even ignoring – culture and cultural differences) have led some scholars to advocate for the abandonment of the concept of culture altogether. Rather than this radical and counterproductive approach, we propose a heuristic tool: the dialectical square of cultural difference, as well as three metaphors of culture, that should help teacher educators to foster a dynamic and complex understanding of culture and cultural difference among pre- and in-service teachers.     

从跨文化交际研究的基本目的及内容谈外语教学中跨文化交际能力的培养

基于跨文化交际研究的基本目的及内容,作者提出了在外语教学中,不仅要注重语言教学．同时还应该注重文化教学,培养学生的跨文化意识,采用多种渠道加强学生的跨文化交际能力,最终实现外语教学的真正目的。     

日本文化中的非语言交际与日语跨文化教学

跨化交际包括不同化间的语言和非语言交际。传统上的日语教学重视语言交际，而忽视非语言交际的教学，从而影响到跨化交际活动的进行。通过对非语言交际的认识，以及中日两国化中非语言交际现象的对比研究，揭示非语言交际的重要性，从而为日语教学中的非语言跨化交际教学提出建议。     

An Analysis of the Humor between Chinese and Western from the Perspective of Intercultural Communication

The concept of Intercultural communication was originally developed by the American cultural anthropologist Edward T Hall,he believes communicative competence includes not only a form of language understanding and mastering the language,but also on when and where to What is the proper way for anyone to use language to communicate.This article will list some of the differences in the Western sense of humor in everyday life and explore the root causes of these differences to find ways to resolve these differences in Intercultural communication.     

The personal relationship between the kindergarten teacher and the parents as a mediator between cultures

The purpose of the study is to describe the teacher's personal connection with parents as an intermediary factor between cultures and to examine the implications for the future of the migrant group in the receiving society. The study is a qualitative study based on the phenomenological approach and involved five teachers working with African children. The findings show three categories: (1) social and cultural, (2) language, (3) behaviour and education. The contribution focuses on the importance of developing intercultural competence among the teachers and the importance of having a joint-personal dialogue in order to cope with migration challenges.     

Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure

Intercultural competence has been placed increasing attention in globalized educational systems. The study presents a series of qualitative and quantitative investigations to construct and validate scores on a brief self-report measure assessing intercultural competence of university students. Following a comprehensive literature search and qualitative expert reviews in the scale construction process, 50 potential items were classified based on the attitudinal, cognitive, and behavioral intercultural competence framework. In the psychometric evaluation process, a unidimensional structure was obtained to represent the 50 items. Item response theory analysis was performed to yield a brief measure of five content-specific items measuring intercultural competence, capturing cross-cultural self-efficacy, cultural knowledge application, perspective taking/suspending judgment, and behavioral regulation in intercultural situations. Not just contributing to measurement advancement, but the newly developed and validated instrument holds promise for guiding the design of intercultural competence educational programs and assessing students’ intercultural competence performances/gains.     

英语教学中跨文化交际能力的培养

目前,由于传统教学观念对教师教学方法的不利影响,大学生跨文化交际能力不高。词汇和语法学习成为课堂教学的重心,教师对跨文化交际能力的培养缺乏重视。外语教师在教学中应注重文化背景的介绍和文化的渗透,从而切实提高学生的跨文化交际能力。     

网络交流与跨文化交际

信息社会网络语言得到了发展。网民通过网络语言来传达自己的思想和观念,形成了独特的语言特点,促进了网络交际的发展。网络交际是跨文化交际的新视点,它给跨文化交际带来了机遇和挑战。     

浅谈跨文化交际与英语教学中的文化教育

外语学习中 ,跨文化现象是一个必须予以重视的问题 ,因为不同的语言承载各自不同的文化和语言习惯。本文就跨文化现象 ,及在英语教学中所遇到的中西文化差异进行一点粗浅地探讨     

基于体验式学习理论的高职跨文化交际课程实施

跨文化交际课程对高等职业院校涉外专业学生涉外职场环境下交际能力的培养具有重要的指导意义,文章将大卫.库伯的体验式学习理论运用于跨文化交际课程实施的全过程,并提出了体验式文化学习循环圈,以期为提高高职涉外专业学生的英语跨文化交际能力作出微薄努力。     

论英语教育中跨文化交际能力的培养

外语教学的主要目的是培养学生的跨文化交际能力,然而,由于众多文化差异的存在,直接影响了交际的顺利进行。因此,在教学中,应从不同角度尽可能多地向学生介绍西方的文化知识,使其了解文化差异,避免文化冲突,提高交际能力。