Syftet med denna studie är att undersöka sju lärares reflektioner om elever med en annan kulturell bakgrund i Hong Kong, vilken betydelse har interkulturell kompetens och vilka effekter skolsystemet i Hong Kong gör som påverkar elever med en annan kulturellbakgrund, lärare samt föräldrarna. För att få svar på mina frågeställningar har jag därför åkt till Hong Kong och vistats där i två veckor. Jag besökte två skolor och gjorde totalt sju intervjuer. Utifrån intervjuerna kan man se att de lärare som är mindre interkulturell kompetenta känner en svårighet och oro i möten med elever med en annan kulturell bakgrund. De ansåg även att orsaken till att elever med en annan kulturell bakgrund inte kunde hinna ikapp med skolgången berodde på deras kulturella bakgrund och deras föräldrar. I uppsatsen diskuteras om lärarnas reflektioner genom teorier om interkulturell kompetens och tidigare forskning om bland annat lärare i Hong Kong. / The aim of this thesis is to investigate seven teachers’ reflections about students with other cultural backgrounds in Hong Kong, which importance does intercultural competence have and what effect does the Hong Kong school system make. Therefore, I went to Hong Kong and spent two weeks there to search the answer to my questions. I visited two schools in Hong Kong and did seven interviews. Through the interview, it appeared that the teachers were less intercultural competent and thus felt difficulties and concerns about when meeting students with other cultural backgrounds. The teachers though that the cause that the students with other cultural backgrounds could not catch up with the language skills and the development on school subject, which they mean, could be because of their cultural backgrounds and parents. In this thesis were I discuss about teachers reflection through theory about intercultural competence, earlier research’s and studies about for example teachers in Hong Kong

Šio darbo autorės užsibrėžtas tikslas – ištirti mokytojų požiūrį į „eTwinning“ projekto naudingumą (teikiamas galimybes, panaudojimo galimybes) ugdant tarpkultūrines kompetencijas kaip profesinio tobulėjimo prielaidą. Magistro darbe, remiantis Lietuvos ir užsienio mokslinės literatūros analize, išsiaiškinta kompetencijos sampratą, tarpkultūrinės kompetencijos struktūrą, vystymosi stadijos, bei projekto „eTwinning“ vaidmuo ugdymo procese . Tyrimas patvirtina autorės suformuluotą mokslinio tyrimo hipotezę, kad mokytojų tarptautinė projektinė patirtis yra veiksminga profesinio tobulėjimo sąlyga. / The author of the stated objective – to investigate teachers' attitudes to the „eTwinning“ project benefits (the opportunities offered by the use of options), developing intercultural competencies as professional growth assumption. Master at work, on the basis of Lithuanian and foreign scientific literature analysis, clarifying the concept of competence, intercultural competence structure, stage of development, and project „eTwinning“ role in the educational process. The study confirms the author formulated the research hypothesis that teachers' international experience in the design of effective professional advancement.

Tyrimo objektas - tarpkultūrinės kompetencijos ugdymo ypatybės magistrantūros studijose.Tyrimo tikslas - atskleisti tarpkultūrinės kompetencijos struktūrą, sudedamuosius elementus bei ugdymo ir vertinimo strategijų, metodų ir formų veiksmingumą ugdant magistrantų tarpkultūrinę kompetenciją.Teorinėje disertacijos dalyje analizuojama tarpkultūrinės kompetencijos samprata, struktūra, jos ugdymas skirtingų teorinių ir metodologinių paradigmų kontekste, sąryšis su kitomis kompetencijomis ir skėtiškumo sampratos formavimosi prielaidos. Analizuojama socializacijos ir savaiminio ugdymo reikšmė ugdant magistrantų tarpkultūrinę kompetenciją aukštojoje mokykloje. Identifikuojamos tarpkultūrinės kompetencijos (bendrosios ir profesinės) ugdymo ir vertinimo strategijos bei metodai aukštajame moksle. Empirinėje dalyje, atlikus kiekybinį ir kokybinį tyrimą trijose Lietuvos aukštojo mokslo institucijose, atskleista socialinių mokslų magistrantūros programose studijuojančių magistrantų tarpkultūrinės kompetencijos patirtis ir atskleistos bendrosios bei profesinės tarpkultūrinės kompetencijos ugdymo galimybės monokultūrinėje (institucinėje) ir realioje tarpkultūrinėje aplinkoje. Tyrimo rezultatai atskleidė, kad tarpkultūrinė kompetencija ugdosi anapus formaliojo ugdymo srities, t.y. jos ugdymuisi taip pat turi įtakos asmens individuali ir institucinė patirtis bei kitos edukacinės aplinkos ir formos (už universiteto ribų, bendruomenėse, įmonėse, socialiniuose tinkluose ir pan.). / Object of the Research – peculiarities of educating intercultural competences in Master’s degree studies. Aim of the Research is to reveal the structure, elements of intercultural competence as well as efficiency of strategies, methods and forms for education and evaluation within the process of educating intercultural competence of Master’s degree students. Theoretical part of the Dissertation analyses the conception, structure of intercultural competence and educating it within the context of different theoretical as well as methodological paradigms, their links with other competences and preconditions for the formation of an “umbrella” concept. Importance of socialisation and self-education in the process of educating intercultural competences of Master’s degree students in institutions of higher education is analysed, intercultural competences (general and professional) as well as strategies and methods for education and evaluation in institutions of higher education are identified. Empirical part reveals the experience of intercultural competence of students in Master’s degree study programmes in Social Sciences from three Lithuanian institutions of higher education on the basis of the performed qualitative and quantitative research; possibilities for the development of their general and professional intercultural competences in mono-cultural (institutional) and real environments are revealed. Results of the Research indicate that the intercultural competence is educated... [to full text]

Tyrimo objektas – tarpkultūrinės kompetencijos ugdymo ypatybės magistrantūros studijose.Tyrimo tikslas – atskleisti tarpkultūrinės kompetencijos struktūrą, sudedamuosius elementus bei ugdymo ir vertinimo strategijų, metodų ir formų veiksmingumą ugdant magistrantų tarpkultūrinę kompetenciją.Teorinėje disertacijos dalyje analizuojama tarpkultūrinės kompetencijos samprata, struktūra, jos ugdymas skirtingų teorinių ir metodologinių paradigmų kontekste, sąryšis su kitomis kompetencijomis ir skėtiškumo sampratos formavimosi prielaidos. Analizuojama socializacijos ir savaiminio ugdymo reikšmė ugdant magistrantų tarpkultūrinę kompetenciją aukštojoje mokykloje. Identifikuojamos tarpkultūrinės kompetencijos (bendrosios ir profesinės) ugdymo ir vertinimo strategijos bei metodai aukštajame moksle. Empirinėje dalyje, atlikus kiekybinį ir kokybinį tyrimą trijose Lietuvos aukštojo mokslo institucijose, atskleista socialinių mokslų magistrantūros programose studijuojančių magistrantų tarpkultūrinės kompetencijos patirtis ir atskleistos bendrosios bei profesinės tarpkultūrinės kompetencijos ugdymo galimybės monokultūrinėje (institucinėje) ir realioje tarpkultūrinėje aplinkoje. Tyrimo rezultatai atskleidė, kad tarpkultūrinė kompetencija ugdosi anapus formaliojo ugdymo srities, t.y. jos ugdymuisi taip pat turi įtakos asmens individuali ir institucinė patirtis bei kitos edukacinės aplinkos ir formos (už universiteto ribų, bendruomenėse, įmonėse, socialiniuose tinkluose ir pan.). / Object of the Research – peculiarities of educating intercultural competences in Master’s degree studies. Aim of the Research is to reveal the structure, elements of intercultural competence as well as efficiency of strategies, methods and forms for education and evaluation within the process of educating intercultural competence of Master’s degree students. Theoretical part of the Dissertation analyses the conception, structure of intercultural competence and educating it within the context of different theoretical as well as methodological paradigms, their links with other competences and preconditions for the formation of an “umbrella” concept. Importance of socialisation and self-education in the process of educating intercultural competences of Master’s degree students in institutions of higher education is analysed, intercultural competences (general and professional) as well as strategies and methods for education and evaluation in institutions of higher education are identified. Empirical part reveals the experience of intercultural competence of students in Master’s degree study programmes in Social Sciences from three Lithuanian institutions of higher education on the basis of the performed qualitative and quantitative research; possibilities for the development of their general and professional intercultural competences in mono-cultural (institutional) and real environments are revealed. Results of the Research indicate that the intercultural competence is educated... [to full text]

This thesis discusses teaching foreign language and the importance to develop intercultural skills and know-how which include the ability to bring one’s own cultural origins and the foreign culture into relation with each other, together with the ability to understand and empathise with the values and conditions of others. The language learner need to develop other skills than sociocultural knowledge and have to improve interpersonal relations and develop intercultural awareness. The study explores how the language teachers perceive the concept of “intercultural competence” and how they interpret it according to the definitions outlined in the curriculum and the goals for modern languages in Sweden. This study also aims to identifying the obstacles to teaching intercultural competence in foreign language. For the purpose of this study, 9 teachers at two high schools completed a questionnaire about their concept of intercultural competence, their interpretation of the concept in the language curriculum, teaching strategies and approaches in relation to classroom practice. The study shows that the the majority of the teachers distinguishes intercultural competence as a cultural competence and that the majority of the teachers need a support and methods of teaching to gain a better understanding of the intercultural development process and to help students develop these skills.

<p>  </p> <p>Social justice researchers and practitioners have beckoned post-secondary institutions to provide inclusive and culturally responsive instructional practices that promote students' sense of belonging and empowerment. However, little research has demonstrated how competent intercultural behaviors can connect to one's integration of culturally responsive teaching. Therefore, this explanatory sequential mixed-methods study examined the interplay between these components within a distinguished undergraduate peer learning program, Supplemental Instruction (SI). Undergraduate SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion. This study was supported and guided by Hammer’s (2012) Intercultural Development Continuum (IDC) and Gay's (2018) Culturally Responsive Teaching (CRT) practices. Quantitative data were collected using Hammer's (2012) Intercultural Development Inventory (IDI), and qualitative data were in the form of interviews and analyses of leaders' session plans. The findings revealed that participants overestimated their intercultural competence. Relatedly, participants expressed concerns of uncertainty beyond solely acknowledging diversity and addressing intercultural insensitivity. Curricular and co-curricular programming were potential influencers to the leaders' intercultural competence knowledge (i.e., cultural self-awareness, culture-general, and culture-specific). Additionally, implications include recommendations for higher education administrators' initiatives for more inclusive and culturally responsive peer-learning programs. </p>

Doctor of Education / With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.

abstract: Drawing on previous empirical works in the field of Intercultural Competence (ICC) and telecollaboration (Chun, 2011; Elola & Oskoz, 2008; Furstenberg, 2004; Schulz, 2007), this study investigates how a completion of Cultura Project tasks in L1 and L2 helped to determine students' cultural values and behaviors, find out how their mental lexicons are structured, and assess a state of their critical cultural awareness. The theoretical framework for this study is based on Byram's (1997) work on ICC. As a part of their course work, Spanish language learners from a lower-division class participate in three Cultura Project tasks and provided their comments afterwards. The findings revealed cultural values and believes of the participants, as well as the organization of their mental lexicons. Moreover, the findings illustrated how the level of critical cultural awareness, as one of the components of ICC, could be assessed using the rubrics developed based on Byram's (1997) work on ICC and Bloom's (1990) revised taxonomy of learning skills. The results of the study contributed to the field of SLA on what is known about the roles of culturally-based questionnaires in critical cultural awareness assessment and the structure of mental lexicons of L2 learners. / Dissertation/Thesis / Masters Thesis Spanish 2015

A presente tese de doutorado insere-se na formação de professores para o ensino do português do Brasil para estrangeiros em contexto de imersão, uma preocupação cada vez mais séria e atual no contexto das universidades brasileiras. Beneficiados por alguns programas governamentais, tais como o Programa de Estudantes-Convênio de Graduação (PEC-G) e o Programa de Estudantes-Convênio de Pós-Graduação (PEC- PG), entre outros, inúmeros estudantes estrangeiros chegam ao país, em sua grande maioria, sem o conhecimento prévio do português do Brasil. Além disso, o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (CELPE-BRAS) passou a ser exigido pelas universidades brasileiras aos estrangeiros que desejam ingressar em cursos de graduação e em programas de pós-graduação. A partir dessa constatação, esta pesquisa propõe o desenvolvimento da Competência Intercultural (CI) durante a formação inicial de professores. Segundo Byram (1997), devemos preparar os futuros professores para adquirir uma série de conhecimentos, habilidades e atitudes, elementos constituintes da CI, a fim de que eles aprendam a agir e reagir em um contexto intercultural. O ensino e aprendizagem de PLE baseados nessa proposta estimulam o diálogo intercultural, permitem que o contato entre as diferentes culturas resulte em uma abertura de espírito, em uma maior compreensão das representações sociais e dos estereótipos culturais, das crenças e comportamentos em diferentes contextos culturais. A possibilidade de se envolver na cultura do outro, ter empatia por ela e assumir outras perspectivas pode ajudar o futuro professor a expandir sua visão de mundo. A partir da experiência da diversidade e da alteridade, ele reflete sobre sua própria cultura e sobre os valores dela recebidos e, passa a incluir construções relevantes de outras visões de mundo culturais. A principal contribuição desta tese reside na apresentação de uma metodologia que contempla o desenvolvimento da CI para formar não apenas professores de PLE, mas cidadãos mais conscientes de seu papel no mundo plural de hoje. / This doctoral thesis is related to teacher training for teaching Brazilian Portuguese to foreigners in a context of immersion, which is a growing preoccupation in Brazilian Universities. Innumerable foreigners students, benefit from governmental programs such as Programa de Estudantes-Convênio de Graduação (PEC-G) and Programa de Estudantes-Convênio de Pós-Graduação (PEC-PG) among others, the majority of whom arrive in the country without any previous knowledge of Brazilian Portuguese. Furthermore, the Certificate of Proficiency in the Portuguese Language for Foreigners (CELPE-BRAS) has become a requirement by Brazilian Universities, for foreign students who wish to undertake undergraduate and graduate programs. Based on this finding, this research proposes the development of the Intercultural Competence over the initial teacher training. According to Byram (1997), we must prepare future teachers to acquire a variety of knowledge, skills and attitudes, constituent elements of the Intercultural Competence, in order to enable them to act and react in an intercultural context. The teaching and learning of Portuguese as a foreign language based on this proposal, stimulates intercultural dialogue, allows for the contact between different cultures to result in broadmindedness and a greater understanding of social representations and cultural stereotypes /beliefs and behaviors in different cultural contexts. The possibility of getting involved in another culture, with emphasis on other perspectives, can help future teachers to expand their worldview. From the experience of diversity and otherness, the teacher can reflect on his own culture and the values therein, and that includes building on other cultural worldviews. The main contribution of this thesis is the presentation of a methodology that includes the development of the Intercultural Competence in order to form not only teachers of Portuguese as a foreign language, but citizens more aware of their role in today\'s pluralistic world.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente trabalho teve como objetivo identificar as competÃncias interculturais desenvolvidas por estudantes estrangeiros que realizaram intercÃmbio na Universidade Federal do Cearà no perÃodo entre 2008 e 2015. Johnson et al (2006) realizaram uma ampla revisÃo bibliogrÃfica sobre competÃncia intercultural, a partir da qual notaram que a literatura dedicada à gestÃo multicultural ainda tem dedicado pouca atenÃÃo à definiÃÃo do conceito de competÃncia intercultural. Para Fantini (2007), competÃncia intercultural à definida como um grupo de capacidades necessÃrias para realizar, de maneira eficaz e adequada, a interaÃÃo com outras pessoas que sÃo linguisticamente e culturalmente diferente entre si. O modelo de AvaliaÃÃo da CompetÃncia Intercultural (ACI) de Fantini (2007) foi utilizado para identificar e mensurar essas competÃncias interculturais. A pesquisa adotou o mÃtodo quantitativo de natureza descritiva. Foram aplicados, no total, 207 questionÃrios com estudantes alemÃes, portugueses, espanhÃis e franceses que realizaram intercÃmbio na Universidade Federal do Cearà entre os anos de 2008 e 2015. Para o tratamento dos dados, utilizou-se a estatÃstica descritiva, o mÃtodo de rotaÃÃo Varimax, a tÃcnica do alfa de Cronbach e o teste nÃo paramÃtrico de Kruskal-Wallis. Os resultados da pesquisa evidenciaram que houve aumento em cada um dos componentes do modelo de ACI (Conhecimento, Atitudes, Habilidades e ConscientizaÃÃo) de Fantini (2007), durante o intercÃmbio nos estudantes das quatro nacionalidades pesquisadas. Os estudantes portugueses apresentaram um maior Ãndice de competÃncia intercultural no inÃcio e no final do intercÃmbio, enquanto que os estudantes alemÃes obtiveram um menor Ãndice de competÃncia intercultural, no comeÃo do intercÃmbio, e os estudantes espanhÃis apresentaram um menor Ãndice de competÃncia intercultural ao tÃrmino do intercÃmbio. Entretanto, foram os estudantes alemÃes que apresentaram um maior crescimento nesse Ãndice de competÃncia intercultural, do inÃcio ao final do intercÃmbio, seguidos pelos estudantes franceses e espanhÃis, respectivamente. Por outro lado, os estudantes portugueses mostraram um menor crescimento no Ãndice de competÃncia intercultural. / This study aimed to identify intercultural competencies developed by foreign students who participated in an exchange program at the Federal University of Cearà in the period between 2008 and 2015. Johnson et al (2006) conducted an extensive literature review on intercultural competence, from which noted that the literature dedicated to multicultural management devoted little attention to defining the concept of intercultural competence. For Fantini (2007), intercultural competence is defined as a group of skills needed to perform effectively and properly, the interaction with other people who are linguistically and culturally different from each other .The evaluation model of Intercultural Competence (AIC) by Fantini (2007) was used to identify and measure these intercultural skills. The research adopted a quantitative method of descriptive nature. It was applied in total 207 questionnaires with german, portuguese, spanish and french students who participated in an exchange program at the Federal University of Cearà between 2008 and 2015. For the treatment of the data, it was used descriptive statistics, the rotation method Varimax, the Cronbach alpha technique and the nonparametric test Kruskal-Wallis. The survey results showed that there was an increase in each of the components of the AIC Model (Knowledge, Attitudes, Skills and Awareness) by Fantini (2007), during the exchange students in the four surveyed nationalities. Portuguese students had a greater intercultural competence index at the beginning and end of the exchange, while the German students had the lowest intercultural competence index at the beginning of the exchange, and the Spanish students had a lower intercultural competence index at the end of exchange. However, it was the German students who had a higher growth in this intercultural competence index, from beginning to end of the exchange, followed by the French and Spanish students, respectively. On the other hand, the Portuguese students showed lower growth in intercultural competence index.