Your search found 3312 results.

Descriptors:
Foreign Countries; Reflection; Web Sites; Electronic Publishing; Social Distance; Nationalism; Self Concept; English (Second Language); Second Language Learning; Language Role; Cultural Awareness; Role; Computer Mediated Communication; Language Usage; Language Variation; Semiotics; Teaching Methods; Intercultural Communication; Secondary School Students

Abstract:
The rise of English as an international language (EIL) has brought to light the needs of those who speak it as an additional language. This has in turn radically reshaped the role of culture in the EIL classroom, which may now aim at developing critical transcultural awareness. By reporting on a joint initiative undertaken by three schools in two countries, the "EIL in Poland and Spain" blog project, this article explores how a transcultural curricular approach could be implemented in the EIL classroom with particular reference to computer-mediated communication (CMC) that might lead to the creation of virtual "third spaces". Results show that, upon task-induced reflection, participants (1) overwhelmingly acknowledge the power of the othering discourses which are central to national identity; (2) bond together through (2.1) widespread usage of the same register in English and CMC-standard non-verbal semiotic codes and (2.2) similar subcultural (yet transnational) affiliations; and (3) may be seen to develop some critical awareness of their place in the world beyond their respective national borders. Finally, the pedagogical implications of a tool through which youth appears as a meaningful cross-cultural experience, bringing both Polish and Spanish participants together as critical thinkers through EIL, are discussed. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Religious Education; Biblical Literature; Interdisciplinary Approach; Ideology; Adult Education; Educational Theories; Intercultural Communication; Teaching Methods; Educational Principles; Pictorial Stimuli

Abstract:
Biblical texts and ancient Near Eastern pictorial images and material culture are separated by thousands of years from people living in the 21st century. This not only represents a temporal divide, but also a significant ideological (or worldview) divide. Following a brief introduction to important principles of adult-educational theory, this article describes an experiment of using ancient Near Eastern images and material culture to connect modern, often secular, people to the world of the Bible. It suggests that these images represent helpful means to initiate a truly cross-cultural conversation, linking 21st-century people (outside of academia) to the concerns and issues of those living in the biblical world. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Work Environment; Vocational Education Teachers; Teaching Methods; College Instruction; Immigrants; Student Diversity; Constructivism (Learning); Intervention; Faculty Development; Teacher Competencies; Vocational Education; Intercultural Communication; Cultural Pluralism; Multicultural Education

Abstract:
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural-historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers' work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students' learning and cooperating with wor kplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Based Assessment; Reliability; Evaluation Methods; Outsourcing; Case Studies; Oral Language; Language Proficiency; Longitudinal Studies; Telecommunications; Foreign Countries; Language Tests; Language Usage; Rating Scales; English for Special Purposes; Measures (Individuals); Intercultural Communication

Abstract:
This case study discusses the development and use of an oral performance assessment instrument intended to evaluate Filipino agents' customer service transactions with callers from the United States (US). The design and applications of the instrument were based on a longitudinal, qualitative observation of language training and customer service support practices of Philippine-based agents employed by a US-owned call centre company. Although language training in Philippine call centers continues to improve (Lockwood, 2012), there are still clear limitations to how the oral performance of Filipino agents is evaluated internally by call centre companies. Specialized assessment instruments, following ESP/EOP norms, broadly used by the industry are still relatively untested and many call centers maintain their own metrics that often measure agents' language use and service quality separately (Friginal, 2007, 2009). In this study, the assessment instrument was adapted from the Melbourne Medical Students' Diagnostic Speaking Scale (Grove & Brown, 2001) and further developed to include ESP/EOP approaches in this context of inter-cultural communication. A conveniently sampled set of recorded calls (N = 100) across different task categories (e.g., troubleshooting interactions, product inquiry) was used to test the instrument for initial reliability measures. Results and analysis of the instrument's context suitability and limitations are discussed below. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Native Speakers; English (Second Language); Criticism; Feedback (Response); Control Groups; Pragmatics; Second Language Learning; Form Classes (Languages); Difficulty Level; Second Language Instruction; Teaching Methods; Vietnamese People; Journal Writing; Instructional Effectiveness; Language Teachers; Teacher Education; Pretests Posttests; Metalinguistics; Intercultural Communication

Abstract:
Previous research has shown that learners of English might experience considerable difficulty when giving constructive criticism to peers in instructional settings. Unlike native speakers, they tend to soften their criticism far less frequently while aggravating it far more often, and thus require pedagogical help in this area. The present study examines whether meta-pragmatic instruction facilitates the learning of linguistic resources for softening constructive criticism in an instructed language-learning context. Fifty Vietnamese high-intermediate-level students of English as a Foreign Language (EFL) were recruited for the control and treatment conditions. Over a period of 10 weeks, the treatment group received explicit instruction in eight types of criticism modifiers while the control group did not receive any equivalent instruction. For data collection, the two groups participated in discourse completion tasks, role plays, and oral peer feedback tasks before and after the treatment. The treatment group was also engaged in writing reflective journals, which were later collected and analysed for instances of input noticing. A delayed posttest was conducted for the treatment group five weeks after the experiment in order to investigate whether instructional effects (if any) lasted beyond immediate post-experimental observations. Findings show positive instructional effects on learners' pragmatic performance and are discussed with implications for future research. (Contains 15 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Cultural Differences; English (Second Language); Intercultural Communication; Second Language Learning; Adult Students; Second Language Instruction; Discourse Analysis; Teacher Student Relationship; Communicative Competence (Languages); Pragmatics; Teaching Methods

Abstract:
Given the cross-cultural differences underlying interactional routines such as "How are you?" or "How was your weekend?", managing such routine inquiries can be problematic for second language learners. Based on data from an adult ESL (English as a second language) class, this conversation analytic study shows how learners develop their competence in mastering the sociopragmatic and pragmalinguistic aspects of certain interactional routines in English over the span of nine weeks. Through detailed analyses of teacher-learner interactions, I show what is being "taught", how it is done, and what evidence of development may be garnered. Findings of this study contribute to the growing interest in the development of interactional competence and, in particular, the application of conversation analysis (CA) to the study of such development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Education Teachers; Second Language Learning; Intercultural Communication; English Language Learners; Elementary Secondary Education; Culturally Relevant Education; English (Second Language); Student Empowerment; Educational Strategies; Teacher Education; Educational Practices

Abstract:
People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education teacher education (PETE) candidates to implement ethnolinguistically relevant pedagogy to better accommodate students with diverse linguistic backgrounds in K-12 physical education settings. Ethnolinguistically relevant pedagogy (Farr, Seloni, & Song, 2010) is a blending of intercultural language education and intercultural competence (Byram, 1997; Byram, Gribkova, & Starkey, 2002) with culturally relevant pedagogy (Gay, 2000). In this article, we discuss ethnolinguistically relevant pedagogy and strategies for implementing such pedagogy in physical education settings. (Contains 11 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Higher Education; School Holding Power; Educational Technology; Counselors; Medical Education; Counseling Services; Foreign Countries; Electronic Learning; Distance Education; Academic Persistence; Educational Environment; Educational Experience; Epistemology; Educational Philosophy; Metacognition; Educational History; Longitudinal Studies; Critical Thinking; Blended Learning; Teacher Role; Teacher Attitudes; Intercultural Communication

Abstract:
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. "Educational Communities of Inquiry: Theoretical Framework, Research, and Practice" is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology. Contents include: (1) Theoretical Foundations and Epistemological Insights of the Community of Inquiry (D. Randy Garrison); (2) Community of Philosophical Inquiry Online and Off: Retrospectus and Prospectus (David Kennedy and Nadia S. Kennedy); (3) Metacognitive Development within the Community of Inquiry (Zehra Akyol); (4) From Distance Education to Communities of Inquiry: A Review of Historical Developments (Aylin Tekiner Tolu and Linda Shuford Evans); (5) A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses (Kathleen Sheridan, Melissa A. Kelly, and David T. Bentz); (6) Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning (Annie Saint-Jacques); (7) Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis (Bart Rienties, Bas Giesbers, Dirk Tempelaar, and Simon Lygo-Baker); (8) Coaching for Cognitive Presence: A Model for Enhancing Online Discussions (David S. Stein and Constance E. Wanstreet); (9) Strategies and Principles to Develop Cognitive Presence in Online Discussions (Kim A. Hosler and Bridget D. Arend); (10) An Online Resource to Foster Cognitive Presence (Douglas Archibald); (11) Relationship between Types of Question Prompts and Critical Thinking in Online Discussions (Jennifer C. Richardson, Ayesha Sadaf, and Peggy A. Ertmer); (12) Cooperative and Collaborative Strategies in Blended and Online Learning Environments (Christine E. Nickel and Richard C. Overbaugh); (13) Let's Enhance Learners' Cultural Discussions: Developing a Community of Inquiry in a Blended Course (Ana Oskoz); (14) Application of CoI to Design CSCL for EFL Online Asynchronous Discussion (Yoshiko Goda and Masanori Yamada); (15) The Case for the Community of Inquiry (CoI) Influencing Student Retention (Katrina A. Meyer); (16) Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education (Norman Vaughan); (17) Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework (Maria Fernanda Aldana-Vargas, Albert Gras-Marti, Juny Montoya, and Luz Adriana Osorio); (18) Fostering Social Presence in a Blended Learning Faculty Development Institute (David S. Goldstein, Carol Leppa, Andreas Brockhaus, Rebecca Bliquez, and Ian Porter); (19) Teaching in an Online Community of Inquiry: Faculty Role Adjustment in the New Higher Education (Martha Cleveland-Innes); (20) Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities (Dodzi J.-A. Amemado); (21) Expanding the CoI: Finding the Hidden Wholeness in Online Learning and Online Working (Sebastian Romualdo Diaz); (22) Through the Looking Glass: Emerging Technologies and the Community of Inquiry Framework (Phil Ice and Melissa Burgess); (23) An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges (Viviane Vladimirschi); (24) Developing Communities of Inquiry in Online Courses: A Design-Based Approach (Daniel Matthews, Leonard Bogle, Emily Boles, Scott L. Day, and Karen Swan); and (25) Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education (Yianna Vovides and Kristine Korhumel). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Learning; Computer Assisted Instruction; Web 2.0 Technologies; Web Sites; Social Networks; Instructional Design; Computer Software; Computer Assisted Testing; Computer Mediated Communication; Integrated Learning Systems; Educational Assessment; Second Language Instruction; Second Language Learning; Intercultural Communication; Cooperative Learning; Scaffolding (Teaching Technique); Communities of Practice; Student Attitudes; Teacher Attitudes; College Instruction; Comparative Analysis; Chinese; Student Characteristics; Case Studies; Adult Education; French; Learner Engagement; Personal Autonomy; Interaction; Pronunciation Instruction; Program Development; Program Implementation; Teacher Education; Open Source Technology; Virtual Classrooms

Abstract:
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition. Contents include: (1) A Wiki Platform for Language and Intercultural Communication (Minjie Xing, Bin Zou, and Dongshuo Wang); (2) Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers (Yuping Wang and Nian-Shing Chen); (3) Practising Language Interaction via Social Networking Sites: The Expert Student's Perspective on Personalized Language Learning (Marina Orsini-Jones, Billy Brick, and Laura Pibworth); (4) Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy: Possibilities and Challenges (Ke Zhao); (5) Language Economy in Computer-Mediated Communication: Learner Autonomy in a Community of Practice (Jonathan R. White); (6) Facebook Comparison Research: Faculty and Student Perceptions of Social Media for Foreign Language Courses (Joseph M. Terantino); (7) Learner Engagement in Computer-Mediated Chinese Learning (Zhiyan Guo and Zhizhuo Guo); (8) Students in the New Millennium: How Much do We Know about Them? (Jianxiong Wu); (9) Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students (Eoin Jordan and Mark Coyle); (10) Developing and Implementing an Online Chinese Program: A Case Study (Mingyu Sun, Yea-Fen Chen, and Andrew Olson); (11) Design of Language Learning Software (Vehbi Turel and Peter McKenna); (12) Getting Smart about Split Attention (Rae Lynne Mancilla); (13) Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language (Charles S. Watson and James D. Miller); (14) e-Assessment for Learning: Gaining Insight in Language Learning with Online Assessment Environments (Jan Van Maele, Lut Baten, Ana Beaven, and Kamakshi Rajagopal); (15) The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision: The Case of French Studies at the University of Manchester (Catherine Franc and Annie Morton); and (16) Computer-Assisted Pronunciation Training and Assessment (CAPTA) Programs: Requirements, the Current State of Affairs, and Challenges for the Future (Chiharu Tsurutani). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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