The purpose of this literature study is to take a closer look at whether and how the intercultural approach can contribute to an inclusive classroom environment and how the intercultural approach affects multilingual students. In order to be able to answer these questions, we analyzed six different international articles that deal with intercultural learning from different perspectives. The research has been conducted in Australia, USA, Ecuador, Turkey and Norway. The results show that the intercultural approach has a strong positive impact in multicultural classrooms, as it can strengthen the community and thus create a more inclusive classroom environment. Research shows that empathy is an important part of intercultural awareness, along with mutual curiosity and respect. The literature shows that language and identity are strongly connected. The intercultural perspective sees multilingualism as an asset, and therefore this mindset can strengthen the students´ linguistic self-esteem, and give them a higher status in a linguistic varied environment in a society where a monolingualism norm prevails.

Syftet med studien är att undersöka och bilda kunskap om hur förskollärare beskriver sin uppfattning av ett interkulturellt förhållningssätt, samt hur förskollärare beskriver att det tillämpas i olika möten i förskolan. Studien utgår från en kvalitativ metodansats. Sju semistrukturerade intervjuer har genomförts för att bilda kunskap om hur förskollärare beskriver sin uppfattning av ett interkulturellt förhållningssätt. Studiens teoretiska utgångspunkt är socialkonstruktionismen. Genom socialkonstruktionismen synliggörs hur förskollärarna beskriver sin uppfattning av ett interkulturellt förhållningssätt, där synen och inställningen till mångfalden kan framhävas och förstås som en social och kulturell konstruktion.  Resultatet visar att förskollärarna fann utmaningar med att beskriva vad som utmärker ett interkulturellt förhållningssätt där det likställdes med ett mångkulturellt förhållningssätt. Vidare framkommer det motsägelser i resultatet där förskollärarna å ena sidan visar goda avsikter i att lyfta och synliggöra kulturella skillnader å andra sidan finner det svårt att lyfta dessa skillnader utan att peka ut någon som annorlunda. Det interkulturella arbetet ses som svårt men värdegrundsarbetet är välförankrat hos förskollärarna som uttrycker att nyfikenhet och öppenhet gentemot kulturella olikheter är en förutsättning för att kunna arbeta med mångfalden. Resultatet visar på att det finns behov av kompetensutveckling inom området.

Made available in DSpace on 2017-07-21T14:53:56Z (GMT). No. of bitstreams: 1 Heloisa Scalise Taques Sebbagh.pdf: 20525042 bytes, checksum: 959d0c1e97a508c955cc757cf7a785ad (MD5) Previous issue date: 2016-08-12 / Our search analyze the activities proposed by three Portuguese foreign language textbooks with the purpose to verify their respective theoretical approach proposals, as well as their vision of the inherent world, on which they define their subject matters, didactic-methodological and discursive. Our main objective was to evaluate the possibility to consider these handiworks a source of resources for teachers of Portuguese language to foreigners, who seek to build a knowledge through intercultural perspective. In consequence, we studied authentic and constructive texts, pictures, photos and any other proposed activities, as socio-cultural representation, to evaluate the language and culture concepts of these textbooks. Thus, we intend to highlight if the didactic handiworks analyzed can work as true cultural mediators. We based our search on the language concept developed by the Bakhtin Circle, which supports the vision of multi-discursive and dialectic culture being in constant evolution, recognized by several authors, like Terry Eagleton (2011), Homi Bhabha (1998) and Henrique Jansen (2002;2005; 2007; 2012). We started from the intercultural perspective, which considers a foreign or second language teaching and learning approach not only as a domain of language code, but also as a dialogue between individuals, who now take their distance, now approximate themselves, creating a third space without defined boundaries, where the cultural identities are (un)built. We observe that the textbooks analyzed stay on a perspective of monological lecture,which shows a general representation of the other and characterize a traditional vision of culture. Moreover, when revealing only the voices of their own authors, the handiworks discriminate the intercultural dialogue and limit the learning process to replicate the vision and interpretation of their authors. Consequently, the textbooks do not act as cultural mediators, delegating then to the teachers the responsibility to complement them, case they expect to use them as auxiliary resource following an intercultural perspective. / Nossa pesquisa analisa as atividades propostas por três livros didáticos de Português como língua estrangeira a fim de verificar as propostas de abordagem teórica neles desenvolvidas e a visão de mundo inerente, sobre a qual se dão suas escolhas temáticas, didático-metodológicas e discursivas. Nosso objetivo foi de avaliar a possibilidade de as obras exploradas serem consideradas uma fonte de recursos a professores de língua portuguesa para estrangeiros, que busquem a construção do conhecimento através de uma perspectiva intercultural. Assim, observamos textos, autênticos e construídos, figuras, fotos e quaisquer outras atividades apresentadas,como representações socioculturais, para verificarmos qual a concepção de língua e cultura apresentadas pelas obras. Com isso, pretendemos esclarecer se os livros didáticos analisados podem funcionar como verdadeiros mediadores culturais. Baseando-nos na concepção de linguagem desenvolvida pelo Círculo de Bakhtin, que vai ao encontro da visão de cultura multidiscursiva, dialética, que está em constante mudança, defendida por diversos autores, entre os quais Terry Eagleton (2011) , Homi Bhabha (1998) e Henrique Jansen (2002; 2005;2007; 2012), partimos da perspectiva intercultural que considera o processo de ensino-aprendizagem de línguas estrangeiras e segunda não apenas como o domínio do código linguístico, mas como diálogo entre os sujeitos, os quais, ora se distanciando, ora se aproximando, constroem um terceiro espaço sem fronteiras definidas, onde as identidades culturais são (des)construídas. Constatamos que os livros didáticos explorados permanecem em uma perspectiva de leitura fechada, monológica, o que indica a representação generalizante do outro e caracteriza a visão tradicional de cultura.Além disso, ao revelarem somente as vozes de seus próprios autores, as obras desfavorecem o diálogo intercultural e limitam os aprendizes a mimetizarem as visões e as interpretações autorais, não agindo, portanto, como verdadeiros mediadores culturais, cabendo, pois, ao professor a faculdade de complementá-las caso pretenda utilizá-las como fonte auxiliar de recursos segundo uma perspectiva intercultural.

<p>This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It’s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children.</p><p>The result of the investigation was that enough consideration wasn’t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don’t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children’s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn’t any cooperation between the class teachers and the mother tongue teachers at the moment.</p>

<p>The purpose with this essay is to analyze teachers (in mother language and preparatory classes) perspective and see how they choose to work with different tools, and at the same time see how the teachers approach the pupils from an intercultural, mathematical and linguistical perspective. We also want to observe if there are any similarities and/or differences between the teachers in how they choose to work with the pupils with second language in the classroom.</p><p>Our keywords are intercultural approach, mathematical treatment and linguistical treatment. We study the working methods and tactics practiced by the teachers, which we find relevant to use in this essay. To get a wider perspective we decided to observe two different schools in different districts. We use a qualitative method as the basis in our research which provides a deeper view of the school environment.</p><p> </p><p>Result: This essay shows that the teachers have similarities in their approach to students which contains an intercultural perspective. It was also shown in different ways in both schools how the teachers approached the pupils on the subjects of mathematic and linguistic. Regarding cooperation with teachers of mother language it is said to play a crucial role in how pupils with second language will develop their understanding and vocabulary.</p><p> </p>

The purpose with this essay is to analyze teachers (in mother language and preparatory classes) perspective and see how they choose to work with different tools, and at the same time see how the teachers approach the pupils from an intercultural, mathematical and linguistical perspective. We also want to observe if there are any similarities and/or differences between the teachers in how they choose to work with the pupils with second language in the classroom. Our keywords are intercultural approach, mathematical treatment and linguistical treatment. We study the working methods and tactics practiced by the teachers, which we find relevant to use in this essay. To get a wider perspective we decided to observe two different schools in different districts. We use a qualitative method as the basis in our research which provides a deeper view of the school environment. Result: This essay shows that the teachers have similarities in their approach to students which contains an intercultural perspective. It was also shown in different ways in both schools how the teachers approached the pupils on the subjects of mathematic and linguistic. Regarding cooperation with teachers of mother language it is said to play a crucial role in how pupils with second language will develop their understanding and vocabulary.

L'objectif principal de cette thèse est déterminé si des adolescents ayant subi une expérience de violence se différencient de ceux qui ne l'ont jamais subi dans un contexte interculturel franc-syrienne, au niveau d'estime de soi. Pour ce faire,deux groupes de 300 adolescents âgés de 14 à 19 ans ont participé à cette thèse. Le groupe syrien est composé de 150adolescents qui vivent à Damas, quant au groupe français est composé de 150 adolescents qui vivent en Île-de-France.Les données ont été récoltées à l'aide du questionnaire de définition des formes de violence subie (sexuelle, physique et psychologique) et de l'échelle toulousaine d'estime de soi. Trois hypothèses est formulées pour traiter les données statiquement. La première montre que le niveau de violence subie est plus répandu chez le groupe syrien. La seconde s'avère que le groupe français obtient un niveau d'estime de soi plus élevé que le groupe syrien. La troisième trouve une relation négative entre la violence subie et l'estime de soi. Enfin, il semble ainsi que la violence subie fait mauvais effet sur l'estime de soi et tous ses aspects qui représentent des déterminants importants au niveau de la santé psychique des adolescents. / This thesis is aimed to test whether adolescents who have undergone an experience of violence have differs level of self-esteem from those that have never been; this study is towards a Franco-Syrian intercultural context. Two groups of 300 adolescents aged 14-19 years participated in this thesis. Syrian group is composed of 150 adolescents living in Damascus, while the French group is composed of 150 adolescents living in Ile de France. Data were collected using the questionnaire defined the forms of violence experienced and that of Toulouse's self-esteem scale. Three hypotheses are formulated to be treated statically. The first one shows a higher level of suffered violence among the Syrian group. The second proves that the French group obtains a higher level of self-esteem than Syrian group. The third is negatively related violence to self-esteem, noted that adolescents with no violence experiment have a better level of self-esteemthan those who were less fortunates during childhood or adolescence.

In a world that is becoming more cosmopolitan, pedagogical approaches, particularly those that focus on diversity of cultures, have become paramount. As a result, this study attempts to gain insight into what pedagogical approaches K-3 teachers in Sweden use during their English lessons, and whether these approaches are more native speaker or interculturally focused and why that is. Initially, this degree project presents an overview of previous research made on the Native Speaker norm approach and the Intercultural approach. The findings show that the Native Speaker norm approach is more commonly used than the Intercultural approach. However, as English is a language used worldwide, the teaching of it should include content relatable to non-native speakers as well. Nevertheless, the Intercultural approach is relatively new and teachers still need the training and the tools to implement it. This paper builds on the content from interviews of three K-3 teachers and one assisting principal in different parts of Sweden. The main conclusions of this study are that (I) the teachers predominantly use a Native Speaker norm approach due to tradition; (II) the teachers lack training and knowledge of how to implement an Intercultural approach and, consequently, they do not know how to use it; (III) the teaching materials provided by the schools have an impact on what approach the teachers use; (IV) the teachers’ English teaching leaves their pupils struggling in coming to terms with their own identity in a global context, as well as appreciating norms and English varieties other than that of Standard English.

La ricerca approfondisce il contributo pedagogico degli Oratori alla formulazione di un concetto di cittadinanza planetaria. Gli oratori, istituzioni religiose italiane e contesti di formazione ed educazione rivolti alle giovani generazioni, stanno attualmente affrontando un’inedita sfida multiculturale: la crescente presenza di minori di origine straniera interpella questi dispositivi nella loro capacità di accoglienza, integrazione e accompagnamento dei giovani nello sviluppo di un senso di convivenza e cittadinanza in prospettiva planetaria, volto al rispetto e alla valorizzazione delle diversità nella costruzione di un bene comune condiviso. Attraverso l’utilizzo di strumenti di indagine quantitativa e qualitativa (interviste ai responsabili, focus group con adolescenti, indicatori di valutazione) e le attuali riflessioni sul tema dell’interculturalità e della cittadinanza planetaria, la ricerca approfondisce le potenzialità dell’educazione informale che prende forma nelle trame delle esperienze, degli apprendimenti e dei contesti quotidiani. / The research focuses on the pedagogical contribution of Oratories to formulate a global citizenship concept. Oratories, peculiar Italian religious institutions and educational contexts, are now involved in a multicultural challenge: the increasing participation of minors of foreign origins stimulates Oratories, as educational “devices”, to improve their capacity of reception and integration. Moreover, Oratories can educate minors creating a sense of living together and the concept of citizenship in global perspective, which aim should be the construction of a shared common good through the respect and valorization of human diversity. According to the current development on the intercultural and global citizenship and using quantitative and qualitative research methods (interviews with educators, focuses groups with teenagers, evaluation indicators), the research focuses on the role of informal education in a integral human development, through the social dimensions and everyday relationships, learning and experiences.

This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It’s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children. The result of the investigation was that enough consideration wasn’t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don’t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children’s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn’t any cooperation between the class teachers and the mother tongue teachers at the moment.