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<p dir="ltr">International friendship (i.e., friendship between host-national and international students) is an important area of study for counseling psychologists. Host-national students’ engagement with international friendship is associated with cross-cultural learning, cognitive benefits, and a more nuanced understanding of race and stereotyping. Even with these benefits, international friendships appear to be infrequent. In this dissertation, I present two distinct chapters to investigate international friendship more deeply. In Chapter 1, I summarized benefits of and barriers to international friendship. Additionally, I described how relevant friendship theories have guided the current international friendship literature. I concluded Chapter 1 by identifying limitations to current research, making recommendations for future research, and offering implications for counseling psychologists. In Chapter 2, I performed a latent profile analysis to identify three profiles of host-national students based on their attitudes, behaviors, and demographic factors. I used these profiles to analyze how international friendship engagement varies by their profile group membership. I then contextualized these profiles in research and theory and identified limitations to the current study.</p>

This dissertation aimed to expand the current literature's understanding of Indigenous epistemology within contemporary social media environments. The qualitative study used social descriptive analysis from forty TikTok videos and comment threads. The descriptive analysis captured major cultural themes, common informal learning behaviors, and perceptions of Indigenous culture. The findings revealed that Indigenous creators and audiences engaged in questions and answers, personal experience sharing, evaluative feedback, and expressed forms of appreciation to learn with TikTok content. Although the audience perceived Indigenous culture and content positively, community guideline considerations and power challenges to making cultural content available in social media environments still exist.

La langue est sans aucun doute le reflet d’une culture et en cela elle permet à deux peuples non seulement de communiquer mais aussi de se découvrir. C’est la raison pour laquelle ce travail vise à répondre à deux objectifs : le premier est d’optimiser l’enseignement des langues, ici le français en Corée, le second est de favoriser les échanges entre nos deux pays en mesurant la portée culturelle véhiculée par une langue. Pour cela nous avons cherché à identifier les contraintes de l’apprentissage du français en décrivant les interactions entre enseignants français natifs et apprenants coréens dans l’enseignement supérieur en Corée. La constitution d’un corpus d’interactions authentiques mettant en contact 180 apprenants coréens avec 7 enseignants au travers de 13 cours de FLE a permis de décrire des phénomènes interactionnels récurrents d’ordre sociolinguistique. La grande distance linguistique séparant le français du coréen s’est manifestée par des incompréhensions et des malentendus d’origine phonétique, morphosyntaxique et sémantique issus de transferts entre les deux langues. Pour surmonter ces difficultés linguistiques, nous préconisons d’accompagner les cours de grammaire d’une immersion en langue cible par des cours de conversation. Mais notre étude montre combien les habitudes d’apprentissage des apprenants coréens, entre silences, rire d’embarras, hochements de tête et autres gestes illustratifs palliatifs à des lacunes langagières, doivent être prises en compte dans toute démarche didactique. / The language is undoubtedly the reflection of a culture and it allows two peoples not only to communicate but also to discover each other. It is the reason why this work aims at answering two objectives: the first one is to optimize the languages teaching, here French in Korea, the second is to favour the exchanges between our two countries by measuring the cultural significance conveyed by a language. For this we tried to identify the constraints of the learning of French by describing the interactions between French native teachers and Korean learners in the higher education in Korea. The constitution of a corpus of authenticinteractions putting in touch 180 Korean learners with 7 teachers through 13 courses of FLE allowed to describe interactionnels recurring phenomena of sociolinguistic type. The linguistic great distance separating French of the Korean showed itself by incomprehensions and phonetic, morphosyntactic and semantic misunderstandings of origin stemming from transfers between both languages. To overcome these linguistic difficulties, we recommend to accompany the grammar courses with an immersion in target language by courses of conversation. But our study shows how many the learning habits of the Korean learners,between silences, laughter of embarrassments, nods and other palliative illustrative gestures in linguistic deficiencies, must be taken into account in any didactic approach.

This thesis explores the Indigenous pedagogy modeled in the university course Thunderbird/Whale Protection and Welcoming Pole: Learning and Teaching in an Indigenous World. This case study uses primary data from in depth, retrospective interviews with Indigenous and non-Indigenous participants, as well as document data, to explore the pedagogy and impacts of this course. The research links Indigenous epistemological perspectives with the cultural practices of learning and teaching used. The development of a learning community was part of how Indigenous pedagogy was established through shared goals and principles, respectful relationships and community responsibility. Experiential learning took an Indigenous focus through observation and active engagement in carving and group projects, and through reflective practices and ceremony. The perceived impacts and influences of this course included building cross cultural bridges through the breaking down of cultural barriers, and the development of personal and professional awareness. The course also illuminated the cultural implications of education and demonstrated to Indigenous communities that the university was opening its doors to Indigenous pedagogical practices and culture.

Canada’s response to the Syrian refugee crisis includes a unique program where private citizens can raise funds to sponsor a refugee family. This private refugee sponsorship program tasks citizens with both the financial and social aspects of a refugee’s integration for their first year in Canada. The success of the program has led many other countries, particularly in Europe, to consider adopting a similar approach. Although there has been an increased interest in the program, there is a lack of research into the sponsorship experience. This study aims to provide further insight into the sponsorship experience by studying whether it includes an element of learning for the sponsors. This was done by conducting in-depth interviews and analyzing them based on situated learning theory and placing the results in the context of previous research done on sponsors in Canada during the Kosovo crisis. The principle findings of this study show that private refugee sponsorship groups are indeed sites of adult learning for the sponsors. However, the degree to which this is the case differs depending on how sponsorship groups are positioned vis-à-vis the refugee family and the professional settlement community.

This case study research aimed to explore, understand, and compare the experiences of individuals participating in a heterogeneous adult community drama class in Central Sweden. Drawing from classical pragmatism and employing a conceptual framework rooted in sociocultural theory, the study utilized semi-structured interviews, open-questionnaire responses, and participant observations to collect data which was analyzed through reflexive thematic analysis. Key findings indicated that participants generally viewed their engagement in the class positively while also recognizing the challenges and complexities of working within a mixed-language level group. As such, participants identified diverse motivations and preferences which informed their expectations and impressions of participation. As well, Swedish L2 learners of various levels and Swedish L1 speakers identified distinct challenges and opportunities in relation to learning and navigating language within the class context. Despite identified challenges, the high degree of group diversity emerged as a centrally important and beneficial feature of participation by facilitating opportunities to learn and assist one another in a supportive community environment through mediation. Subsequently this paper offers recommendations for transferable contexts to mitigate language-related challenges based on participant accounts and observations. Moreover, this study seeks to contribute to the fields of comparative education and applied drama through its focus on exploring and examining possibilities and consequences of heterogenous group learning among adults and in a community drama class. Consequently, the results of the study may be useful in adult education settings, applied drama contexts, and among policymakers interested in exploring participatory learning approaches, particularly in relation to supporting migrant individuals and migrant integration.

[ES] La presente investigación centra su estudio en el tándem en línea como una herramienta eficaz para el aprendizaje lingüístico y cultural entre hablantes de chino y español, en un contexto empresarial. El creciente interés por aprender español en China y chino en países hispanohablantes, motivado por el aumento de las relaciones comerciales y culturales entre estas regiones, ha impulsado la necesidad de desarrollar competencias comunicativas que respondan a las demandas del entorno profesional. La metodología de tándem en línea ofrece una opción accesible y eficiente para facilitar el aprendizaje de idiomas, permitiendo la interacción directa con hablantes nativos sin la necesidad de desplazarse, lo que la convierte en una herramienta cada vez más relevante en el contexto actual. El objetivo principal de esta investigación es diseñar una plataforma de intercambio lingüístico basada en el método tándem en línea, centrada en mejorar las habilidades comunicativas en un contexto empresarial. Para alcanzar este objetivo, la investigación se enfoca en conocer los pros y contras de la metodología, valorar la importancia de la tutoría en el proceso y desarrollar materiales didácticos que apoyen un intercambio efectivo tanto en lo lingüístico como en lo intercultural. Para llevar a cabo esta investigación, se realiza un estudio teórico sobre la metodología tándem y el aprendizaje de lenguas extranjeras con fines específicos, así como una investigación práctica mediante la implementación de una experiencia piloto de tándem en línea entre hablantes de chino y español. Los datos se recopilan mediante cuestionarios, entrevistas y análisis de interacciones en sesiones de intercambio. Estos resultados se complementan con el uso del software MaxQDA para analizar las grabaciones de audio, lo que permite identificar patrones de uso del idioma en situaciones empresariales. Finalmente, se realiza un análisis cualitativo y cuantitativo, mostrando que el tándem en línea es una metodología efectiva para mejorar la competencia lingüística y cultural en el contexto profesional. Además, se diseña una página web para facilitar futuros intercambios y proporcionar recursos educativos específicos para el aprendizaje de chino y español en un entorno empresarial. / [CA] Aquesta investigació se centra en el tàndem en línia com una eina eficaç per a l'aprenentatge lingüístic i cultural entre parlants de xinés i espanyol en un context empresarial. El creixent interès per aprendre espanyol a la Xina i xinés en països hispanoparlants, motivat per l'augment de les relacions comercials i culturals entre aquestes regions, ha impulsat la necessitat de desenvolupar competències comunicatives que responguen a les demandes del món professional. La metodologia de tàndem en línia ofereix una opció accessible i eficient per facilitar l'aprenentatge de llengües, permetent la interacció directa amb parlants natius sense necessitat de desplaçament, cosa que la converteix en una eina cada vegada més rellevant en el context actual. L'objectiu principal d'aquesta investigació és dissenyar una plataforma d'intercanvi lingüístic basada en el tàndem en línia, centrada en millorar les habilitats comunicatives en un context empresarial. Per a aconseguir aquest objectiu, la investigació se centra a conéixer els pros i contres de la metodologia, valorar la importància de la tutorització en el procés i desenvolupar materials didàctics que recolzen un intercanvi efectiu tant en l'àmbit lingüístic com intercultural. Per a dur a terme aquesta investigació, es realitza un estudi teòric sobre la metodologia de tàndem i l'aprenentatge de llengües estrangeres amb finalitats específiques, així com una investigació pràctica mitjançant la implementació d'una experiència pilot de tàndem en línia entre parlants de xinés i espanyol. Les dades es recullen mitjançant qüestionaris, entrevistes i anàlisis d'interaccions en les sessions d'intercanvi. Aquests resultats es complementen amb l'ús del programari MaxQDA per analitzar les gravacions d'àudio, cosa que permet identificar patrons d'ús de la llengua en situacions empresarials. Finalment, es realitza una anàlisi qualitativa i quantitativa, mostrant que el tàndem en línia és una metodologia efectiva per millorar la competència lingüística i cultural en un context professional. A més, es dissenya una pàgina web per facilitar futurs intercanvis i proporcionar recursos educatius específics per a l'aprenentatge de xinés i espanyol en un entorn empresarial. / [EN] This research focuses on online tandem as an effective tool for linguistic and cultural learning between Chinese and Spanish speakers within a business context. The growing interest in learning Spanish in China and Chinese in Spanish-speaking countries, driven by the increasing commercial and cultural relations between these regions, has highlighted the need to develop communicative competencies that meet the demands of professional environments. The online tandem methodology offers an accessible and efficient option to facilitate language learning, enabling direct interaction with native speakers without the need for travel, thus becoming an increasingly relevant tool in today's context. The main objective of this research is to design a language exchange platform based on the online tandem method, aimed at enhancing communicative skills within a business context. To achieve this objective, the research focuses on understanding the pros and cons of the methodology, assessing the importance of tutoring in the process, and developing educational materials that support effective exchanges in both linguistic and intercultural aspects. To conduct this research, a theoretical study on tandem methodology and foreign language learning for specific purposes is undertaken, complemented by a practical investigation through the implementation of a pilot online tandem experience between Chinese and Spanish speakers. Data are collected through questionnaires, interviews, and analyses of interactions in exchange sessions. These results are further enhanced by using MaxQDA software to analyze audio recordings, allowing for the identification of language usage patterns in business situations. Finally, qualitative and quantitative analyses are conducted, demonstrating that online tandem is an effective methodology for improving linguistic and cultural competence in professional contexts. Additionally, a website is designed to facilitate future exchanges and provide specific educational resources for learning Chinese and Spanish in a business environment. / Xiao, Q. (2024). El tándem en línea como herramienta de aprendizaje del chino y el español desde una perspectiva lingüística y cultural en el contexto empresarial [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/214336