scholarly journals Technology of professional portfolio in forming the intercultural competence of future foreign language teachers

2017 ◽  
pp. 167-179
Author(s):  
E.P. Glumova ◽  
◽  
A.S. Shimichev
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teachers ◽  
Foreign Language Teachers

scholarly journals Badania diagnostyczne w glottodydaktyce – zalety i trudności

Neofilolog ◽  
1970 ◽  
pp. 183-194
Author(s):  
Krystyna Mihułka
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Diagnostic Studies ◽  
Diagnostic Research

The purpose of the following article is to discuss the theoretical framework of diagnostic research used in glottodidactics as well as to analyze some selected diagnostic studies conducted by Polish and German researchers in the last decade into the development of high school and university students’ and foreign language teachers’ intercultural competence. In the last part of this article attention is paid to the presentation and discussion of the most frequent problems which researchers encounter while planning and carrying out diagnostic studies.

Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience

2018 ◽  
Vol 3 (2) ◽  
pp. 275-309 ◽  
Author(s):  
Monique Bournot-Trites ◽  
Sandra Zappa-Hollman ◽  
Valia Spiliotopoulos
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Professional Identity ◽  
Intercultural Competence ◽  
Teaching Experience ◽  
Language Teachers ◽  
International Mobility ◽  
Foreign Language Teachers ◽  
Teaching Abroad ◽  
International Teaching

Abstract Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.

scholarly journals Foreign Language Teachers’ Intercultural Competence as a New Aspect of Professional Development

2021 ◽  
Author(s):  
Merve Gazioğlu ◽  
Buket Tanyeri
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Private University ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web Based ◽  
Teachers Perceptions ◽  
Teacher Training Programs

This mixed-method study aims to offer an insight into foreign language teachers’ perceptions on the relationship between intercultural competence and professional development. It is also attempted to explore some methods for evaluating teachers’ intercultural competence through their professional development activities. The research participants are local and international instructors at a private university in Turkey. Data was collected via a web-based questionnaire adapted from Sercu (2006) and a semi-structured interview designed by the researchers. The general findings of the study indicate that learning about a) target culture, b) local culture, and c) international students’ culture contribute to foreign language teachers’ intercultural competence and it is considered as a part of their professional development. However, it is pointed out that pre-service and in-service teacher training programs in Turkey cannot provide sufficient facilities to develop teachers’ intercultural competence.  Key words: professional development, intercultural competence, foreign language teaching.  

scholarly journals KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA

Neofilolog ◽  
2019 ◽  
pp. 265-277
Author(s):  
Anna Grabowska
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Academic Research ◽  
Language Education ◽  
Language Teachers ◽  
National Language ◽  
The European Union ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Foreign Language Learners

Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.

scholarly journals Students' work with foreign language texts: formation of intercultural communication skills

2021 ◽  
Author(s):  
И.Г. Кондратьева ◽  
А.В. Фахрутдинова
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Information Flow ◽  
Intercultural Competence ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Authentic Texts ◽  
Foreign Language Reading ◽  
Spatial Continuum

Актуальность статьи обусловлена определением степени успешности существования человека в условиях увеличения информационного потока на глобальном, общемировом уровне. Поскольку современный человек не ограничен пространственным континуумом, ему часто приходится работать с оригинальным контентом, подготовленным представителем другой культуры, и от правильности его понимания зависит его профессиональная востребованность и конкурентоспособность. Цель статьи заключается в определении значения обучения чтению иноязычных текстов с позиции определения их значимости для формирования межкультурной компетенции обучающихся, будущих профессионалов. Авторами раскрыта методика адаптации культурологического содержания аутентичных текстов к собственному культурному пространству, которая заключается в поэтапной организации процесса обучения обучающихся чтению. Раскрыты этапы работы с аутентичными текстами. Статья предназначена для преподавателей иностранного языка, работающих в современных вузах. The relevance of the article is due to the determination of the success degree of human existence in the conditions of increasing information flow, at the global, international level. Since a modern person is not limited by a spatial continuum, one often has to work with original content prepared by a representative of another culture, and his professional relevance and competitiveness depend on the correctness of its understanding. The purpose of the article is to determine the importance of teaching foreign language reading from the position of determining its significance for the formation of intercultural competence of students, future professionals. The authors have formulated an understanding and revealed a methodology for adapting the culturological content of authentic texts to their own cultural space, which consists in a step-by-step organization of the process of teaching students to read. The stages of working with authentic texts are revealed. The article is intended for foreign language teachers working in modern universities.

scholarly journals Austausch am eigenen Leib erfahren – die Rolle der Reflexion für angehende Lehrende in interkulturellen Begegnungen

2018 ◽  
Vol 143 ◽  
pp. 457-470
Author(s):  
Daniel Bodył ◽  
Kamila Chmielewska-Molik ◽  
Gabriela Gorąca-Sawczyk
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Applied Linguistics ◽  
Learning By Doing ◽  
Language Teachers ◽  
International Exchange ◽  
Opinion Poll ◽  
Foreign Language Teachers ◽  
Teaching Community

 In dem Beitrag wird dargestellt, welche Rolle die Reflexion in der Bildung von Fremdsprachenlehrenden spielt und wie sie in handlungsorientierten Vorgehensweisen entwickelt werden kann. Das Ziel des Artikels ist es, die Ergebnisse einer Befragung unter acht Masterstudierenden der Angewandten Linguistik, die zu Deutsch- und Englischlehrenden ausgebildet werden und an dem deutsch-polnischen Seminar zum Thema Schüleraustausch in Kreisau teilgenommen haben, zu präsentieren. Die Möglichkeit, sich mit den deutschen Kollegen jungen Lehrenden im Referendariat auszutauschen, hat bei den Studierenden das Gefühl der Zugehörigkeit zur Lehrerschaft ausgelöst und ihnen gezeigt, dass sie einen großen Einfluss auf die Entwicklung interkultureller Kompetenz bei ihren SchülerInnen haben. Experiencing an international exchange at first hand. The role of reflection for prospective foreign language teachers in intercultural exchangesThe paper describes the role of reflection in training foreign language teachers and shows how it can be fostered in the initiatives based on the concept of learning by doing. The purpose of this article is to present the results of an opinion poll on the reflections of 8 MA students of Applied Linguistics who are training to become German and English teachers and who took part in a Polish-German Seminar on school exchanges in Krzyżowa. Having had the opportunity to share their knowledge and experiences with young teachers from Berlin also gave them the feeling of being a part of the teaching community and showed them that they can have a great impact on the development of intercultural competence by their own pupils. It also contributed to developing their own intercultural competence.

scholarly journals Cross-Cultural Training of Future Foreign Language Teachers in the Context of the Adaptive Approach

2019 ◽  
Vol 7 (13) ◽  
Author(s):  
Olga Vas. Banit ◽  
Liliya Myk. Baranova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Cross Cultural ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Cultural Training ◽  
Adaptive Approach ◽  
Cross Cultural Training ◽  
High Level

The author analyzes the features of cross-cultural training of future foreign language teachers in the context of an adaptive approach. Definition of cross-cultural preparation author formulated as an interrelated activity of the teacher and the students in the process of studying particular subjects or subject areas by means of native and foreign languages. This ensures a high level of command of a foreign language, mastering the content of subject-professional, intercultural and linguistic competences. The author found out that in higher education institutions, cross-cultural training is realized through the intercultural component of foreign language, which helps to form in future teachers of foreign languages ​​the idea of ​​dialogue of cultures as the only possible philosophy of existence in modern multicultural communities, as different socially and differently. and religious tolerance and empathy for other cultures. Conceptual models of intercultural competence developed by foreign scholars are based on concepts such as adaptation, assimilation and adaptation. Pedagogical technology, characterized by an adaptive approach, facilitates, minimizes and streamlines the pedagogical work of the teacher, contributes to mastering future foreign language teachers with the necessary professional competences.

scholarly journals Maltese as a foreign language educators’ acquisition of intercultural capabilities

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Jacqueline Żammit
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Case Study Research ◽  
Language Teachers ◽  
Target Language ◽  
Intercultural Training ◽  
Foreign Language Teachers ◽  
Cultural Aspects

AbstractThis study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

scholarly journals KOMPETENCJA MEDIALNA UCZNIÓW I NAUCZYCIELI JĘZYKÓW OBCYCH JAKO CZYNNIK WPŁYWAJĄCY NA POZIOM ICH KOMPETENCJI INTERKULTUROWEJ

Neofilolog ◽  
2019 ◽  
pp. 251-263
Author(s):  
Sebastian Chudak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Media Literacy ◽  
Intercultural Competence ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning And Teaching ◽  
Contemporary World ◽  
Expected Outcome ◽  
Teachers And Students

Intercultural competence is an expected outcome in language learning and teaching in our contemporary world. However, studies show foreign language teachers are not always aware of the importance of this goal for many reasons, the most important of which seems to be the low level of their own intercultural competence. The aim of this article is to discuss the possibilities of increasing the intercultural competence of foreign language teachers and students. The correlation between media literacy and the development of intercultural competence is discussed. 

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