Citation

Instructional strategies for developing intercultural competence in the language classroom

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Abstract:

Goal. The goal of the research study proposed for the session was to generate effective instructional strategies for developing intercultural competence of junior high and high school students in the language classroom.
Theoretical/conceptual framework. As language and culture are interrelated, teaching language cannot be effective without raising intercultural competence – understanding the meaning and importance of culture in students’ lives as well as in other people’s lives. Language teachers commented on importance of strategies available in the current research literature (e.g., countering negative stereotypes by positive generalizations and cultural values; making distinctions among personal, cultural, and universal behaviors; using the Describe-Interpret-Evaluate model; using different types of communication styles; talking about intercultural experiences in classroom; etc.). Recommendations of language teachers on instructional strategy feasibility and use were also collected in this project to identify sets of useful instructional strategies that develop students’ intercultural competence skills. Additional instructional strategies recommended by junior high and high school language teachers were accumulated in this study as well.
Methodology/methods. Junior high and high school teachers in Edmonton, Canada, participated in focus group meetings and shared their demographic information for data analysis purposes, completed the Intercultural Development Inventory, generated additional instructional strategies and weight the importance of the existing and newly generated strategies in a multi-attribute consensus building process, and completed a survey on strategy feasibility and use.
Findings. This is an ongoing study currently in the data collection stage, and research data have not been processed yet. The project is expected to generate important, feasible, and frequently used intercultural strategies and validate instructional practices available in the research literature. The study has the potential to enhance instructional practices and provide a foundation for further research on instructional strategies that develop intercultural competence.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493352_index.html
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MLA Citation:

Shyyan, Vitaliy. "Instructional strategies for developing intercultural competence in the language classroom" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493352_index.html>

APA Citation:

Shyyan, V. , 2011-05-01 "Instructional strategies for developing intercultural competence in the language classroom" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493352_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Goal. The goal of the research study proposed for the session was to generate effective instructional strategies for developing intercultural competence of junior high and high school students in the language classroom.
Theoretical/conceptual framework. As language and culture are interrelated, teaching language cannot be effective without raising intercultural competence – understanding the meaning and importance of culture in students’ lives as well as in other people’s lives. Language teachers commented on importance of strategies available in the current research literature (e.g., countering negative stereotypes by positive generalizations and cultural values; making distinctions among personal, cultural, and universal behaviors; using the Describe-Interpret-Evaluate model; using different types of communication styles; talking about intercultural experiences in classroom; etc.). Recommendations of language teachers on instructional strategy feasibility and use were also collected in this project to identify sets of useful instructional strategies that develop students’ intercultural competence skills. Additional instructional strategies recommended by junior high and high school language teachers were accumulated in this study as well.
Methodology/methods. Junior high and high school teachers in Edmonton, Canada, participated in focus group meetings and shared their demographic information for data analysis purposes, completed the Intercultural Development Inventory, generated additional instructional strategies and weight the importance of the existing and newly generated strategies in a multi-attribute consensus building process, and completed a survey on strategy feasibility and use.
Findings. This is an ongoing study currently in the data collection stage, and research data have not been processed yet. The project is expected to generate important, feasible, and frequently used intercultural strategies and validate instructional practices available in the research literature. The study has the potential to enhance instructional practices and provide a foundation for further research on instructional strategies that develop intercultural competence.


Similar Titles:
Developing Classroom Interactional Competence (CIC) in Language Classrooms

Exploring the use of early literacy assessment and instructional strategies to improve the English language and literacy development of secondary ELLs with limited prior schooling

The Relationship Among Host Language Competency, Host National Involvement, Home National Involvement , Intercultural Communication Apprehension and Preferences for Intercultural Conflict Management Styles


 
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