Siena Italian Studies (SIS) will mark its tenth anniversary in 2014. From our initial offering of semester- and summer-long cultural and language immersion programs for study-abroad students, the work of SIS has been expanding to embrace a broader vision of an international center focused on high-quality intercultural learning for undergraduate and post-graduate students from many nations around the world. This plenary session will offer our vision for the International Center for Intercultural Exchange: our development of the Full Immersion: Culture, Content and Service (FICCS) curriculum; our focus within FICCS on non-level language learning; our offering of a growing range of conferences and publications; and our efforts to create partnerships with complementary institutions and organizations both in Europe and beyond. Our vision is also an invitation to the conference audience, both to join with us in this stimulating work and to consider how similar educational programs can be replicated in other national and cultural contexts.
This study aimed at investigating the role of higher education institutions in enhancing students’ civic engagement at the Salfeet Branch of AL-Quds Open University. Regarding to the importance of the educational institutions and their civic mission, universities and colleges should be able to cope with globalization and the information revolution, which pose several challenges and obstacles to them in order to activate their role toward an appealing and promising future. So, to achieve the promising role of educational institutions, the teachers and faculty members have to change their philosophy as well as our educational philosophy to enable the coming generations to cope with fluctuations in our life and to an effective civic engagement. In order to achieve the purpose of the study, the researcher prepared a questionnaire, which was distributed to the sample of the study. The researcher used the descriptive method including Statistical Package for Social Sciences program to analyze the collected data. Study findings and recommendations of the researcher will be presented during this session.
Khaled Kerawani holds a Ph.D in Educational Administration from the Sudan University of Sciences and Technology and a Master in Educational Management from the An-Najah National University. He is currently the manager of the Salfeet Branch of Al-Quds Open University and has published numerous articles on regional educational initiatives in Palestine. Dr. Kerawani will be presenting at Intercultural Horizons via Skype.
This is a practical, interactive workshop where the presenter will provide a repertoire of tips and techniques to use in any classroom at any level to successfully teach Intercultural Intelligence.The presenter will start by introducing participants to the popular Intercultural Intelligence course taught at Dubai Women's College where the central themes of world views and cultural dimensions are used as a theoretical framework to develop ways of understanding diverse groups of people. Student insights will be included as an integral part of the workshop.
Following this is a focus on teaching Intercultural Intelligence; this requires a balance of delivery of content knowledge combined with experiential activities designed to make learning both instructive and transformative. The presenter will describe and demonstrate a number of successful activities and techniques and provide key guiding principles to teaching this content. Participants will be actively engaged and invited to share their own ideas and practice.
Participants leave the workshop with a clear understanding of the theory behind teaching Intercultural Intelligence together with a number of practical applications and teaching techniques.
Nicole Shammas teaches Intercultural Intelligence and English language at the Higher Colleges of Technology, Dubai Women's Campus and is currently enrolled in an Educational Doctorate program with the University of Southern Queensland. Her research area focuses on teaching and measuring Intercultural Intelligence. She has a Master of Arts in Language Teaching from the School for International Training, Vermont. Her teaching interests include: Intercultural Intelligence, the use of technology in the classroom, material design, teaching training and anything that motivates her students. She believes passionately in the use of virtual international exchanges to help foster cultural sensitivity and understanding. She has taught in South Korea, New Zealand, the Dominican Republic and has been at Dubai Women's Campus since 1999. Nicole has won a number of awards, has presented at various conferences and been interviewed by both The Guardian and Christian Science Monitor for the work she has done on developing international virtual exchanges. She is currently authoring a guide for teaching Intercultural Intelligence in tertiary education.
This paper critically analyses the results from an attitudinal/cultural evaluation tool, used in the Higher Colleges of Technology and developed by KnowledgeWorkx, a UAE-based consulting company. The questionnaire determines the ratio of cultural worldview patterns using a paradigm comprising three axioms: innocence/guilt, honour/shame and power/fear. The aim is to assess the validity of the tool in its current iteration.
The questionnaire is undertaken as part of the Intercultural Intelligence course at HCT-Dubai and has been used as an introductory framing tool in college-based conferences. Respondents considered in our sample are homogeneous: UAE National students, female and broadly speaking, from a similar sociocultural background. Results of the questionnaire are analysed to demonstrate the cultural worldview pattern of the group.
Conventional interpretations of Arab culture have tended to emphasize the prominence of the honour/shame worldview and it would be expected that the data would reflect this. However, preliminary analysis indicates that this may not be so. Accordingly, a threefold interpretation of the findings will be presented. These include: firstly, the nature of the questionnaire; secondly, the validity of the dominant honour/shame discourse as an identifier of Arab culture and society; and finally, issues related to the rapid nature of cultural and social change in the UAE alongside the influence of globalization. The paper concludes with recommendations for future research.
Aleya James works as Liberal Arts Faculty at the Higher Colleges of Technology, Dubai Women's Campus where she teaches Intercultural Intelligence, History, Communication and Critical Thinking. She is currently enrolled on an Educational Doctorate program with the University of Bath, UK. She has a MA TEFL from the University of Reading, UK. Her current research interests include: Intercultural Intelligence, Citizenship and Identity, the Philosophy of Education and Gender and Participation in the Arabian Gulf. She has taught in Egypt, the UK and Oman and has been at Dubai Women's Campus in the UAE since 1998. Aleya's professional teaching interests include curriculum and project development, virtual international exchanges and teacher training.
This paper will be focusing on the enhancement of language training of Indonesian migrant workers as one of intercultural competences that can be achieved through pre-departure training by government or private agency or both within the country. Taking the case of many problems such as violation on working contract by the employer or physical and mental abuses, the effort of improving language skills is needed to foster the quality and protection of Indonesian migrant workers and also to broaden the options of recipient countries for them. The methodology that is going to be taken is comparative study with Filipinos migrant workers which with the almost similar number of migrant workers with Indonesia, they have more options regarding the recipient countries. As result, this paper will address the significance of foreign language proficiency as an intercultural understanding enhancer which will help to decrease the rate of abuse and unequal treatment to migrant workers, and last it will vary their choices to where they can and want to work.
Dr. Lia Maulia Indrayani, M. Hum has been a lecturer at English department, Faculty of Arts Universitas Padjadjaran since she completed her undergraduate degree in 1987. She received both her master and doctoral degrees in Linguistics from The Graduate School, Faculty of Arts Universitas Padjadjaran. She teaches Introduction to Linguistics and Phonetics and Phonology as major courses besides other subjects, Translating Scientific Text: Indonesian-English, Spoken English: Public Speaking-Debate, Reading Scientific Text, EAP/ESP at Faculty of Psychology, Biology Department, Faculty of Mathematics and Science. Her research interests include Language Maintenance, Linguistic Diversity, and Pragmatics.
Anggia Utami Dewi, S.IP. is currently studying at Graduate School of International Studies, Seoul National University, Korea, majoring in International Cooperation. She had completed her bachelor degree in International Relations Department, Universitas Padjadjaran, Indonesia. Her undergraduate thesis entitled "Australia’s Multiculturalism Diplomacy through International Students’ Program in Australian Universities”. Her academic and personal interests are in the area studies of diplomacy, globalization, soft power, and human rights and democracy, also the related issues regarding to it, such as the identity, citizenship concept and multiculturalism.
Mochamad Alvin Dwiana Qobulsyah, S.IP. graduated from Department of Political Science, Faculty of Social and Political Science, Universitas Indonesia. His undergraduate thesis entitled "Politics of Indonesian Migrant Workers’ Protection in the Term of Susilo Bambang Yudhoyono’s Governance: The Study Case of Moratorium Policy on the Placement of Indonesian Migrants Domestic Workers Into Malaysia (2009-2011).” His fields of interest are on migration and diaspora studies, transnationalism, and labor politics.
Singapore is a small island country with a population of over 5 million made up different races: Chinese form 75.2%, Malays form 13.6%, Indians form 8.8%, while Eurasians and other groups form 2.4%. Given a mix of so many races, the food scene in Singapore is diversified and vibrant.
This paper studies the names of food stalls in the hawker centers of Singapore. The hawker center is a unique eating space in Singapore. It is a place where small stalls are set up to sell food that most Singaporeans eat. Singapore is a multi-racial and multi-cultural country. The hawker center reflects this multi-cultural characteristic as it is a display of different variety of food items. They are displayed in Chinese, English, Malay and Indian languages.
This paper will study the common characters used as names for Chinese, Malay and Indian hawker stalls. The Chinese stall names usually have meanings of prosperity, auspiciousness, smooth-sailing, and success. The stall names will also include the specific food items of the various southern Chinese dialects as majority of Chinese in Singapore were immigrants from southern China.
Different hawker centers also show different concentrations of races which reflects the concentration of population in that particular area. This paper studies four hawker centers one from each of the North, South, East and West housing board flats. These hawker centers are located near the markets of these high density housing board flats. This will give a good representation of how the hawker centers in Singapore are an important inter-cultural space where intercultural interactions take place.
LEE Cher Leng is Associate Professor of Chinese Linguistics at the National University of Singapore. Her research areas are: Pragmatics and Sociolinguistics, Singapore Mandarin, Dialects, and Chinese education. Her publications include: "English THEN in Colloquial Singapore Mandarin”. In Pan and Kadar (eds.) Chinese Discourse and Interaction: Theory and Practice. London: Equinox (2013), pp. 77-94. With Chen Y.& Tan G. L. "Silence and Face-work in Two Chinese TV Talk Shows” Discourse, Context, and Media (2013) 2: 52-74. "Politeness in Singapore” in Politeness in East Asia (Cambridge University Press, 2012), pp. 226-251; "Ethnography of Singapore Names: Race, Religion, and Representation” Lodz Papers in Pragmatics, (2011) 7.1: 101-113; "Saving Chinese-language education in Singapore” Current Issues in Language Planning (2012)13.4: 285-304.
The present study highlights the importance of national and cultural aspects in language learning. In the majority of senses lexical items have "blurred edges" i.e. their meanings are, to a large extent, negotiable and are only realized in specific discourse. This kind of "negotiation" may be affected by traditions, cultural peculiarities, and historical events. The referent may exist in the source culture but not in the target culture. Hence there is no lexical unit in the target language to translate a culture specific referent. This is usually the case with idioms. Some of them create cultural and translation problems especially when there is a great distance between cultures, e.g. between the Russian and Western world. The only thing to be done is to find an adequate strategy to identify the unknown lexical item. It is argued in the paper the necessity of a conceptual metaphor that can be viewed as the mechanism through which the non-metaphorical essence of some idioms in different languages is revealed. Based on some lexicographical items as well as on the examples taken from fiction, press and other sources, the idioms in question should be evaluated by their importance and their predominant position in the language worldview. It is discovered what significant concepts are not shared by the members of different cultural groups and what idioms are used to denote them. Some reasons are mentioned to justify this or that choice.
Svetlana Alpatova.Ph.D., holds a degree in Philology and Linguistics , and teaches English at the State University of Management in Moscow. Her primary area of specialization is intercultural communication and the methodology of language teaching, educational philosophy and theory. She has published several articles on these problems in China, Ukraine, Malta, Belorussia, S. Petersburg, Vladivostock and in other Russian and Foreign Universities.
The study hereby proposed describes how the concept of Power is perceived across two different cultures: Iran and the U.S.A. Corroborated with experimental data, the study aims at highlighting similarities and differences among the metaphors that native speakers of Persian and native speakers of American English use for describing what Power means, how it can be exemplified, and how it is perceived. The analysis is framed within the theoretical insights achieved in metaphor studies, and in particular suggested by the contemporary conceptual metaphor theory, fathered by Lakoff and Johnson (1980). In addition, a group of Persian native speakers, learners of English, has been interviewed, in order to observe the appearance of changes in the conceptualization of Power in a L2.
Dr. Marianna Bolognesi is a faculty member at the International Center for Intercultural Exchange, where she teaches Italian language, History of Italian folk music and Intercultural Pragmatics (MA programme). She is also the founder and principal investigator of Metaphor Geeks, an interdisciplinary Lab that hosts international collaborations aimed at analysing metaphors in language, images, and thought, across different languages, cultures, and modalities.
The number of Russian students coming to Western universities to study increases every year. Though the educational level of these students is rather high, many of them find it hard to adapt
to new learning and teaching environments. Why is their adaptation capacity is limited? The paper offers some explanations of this phenomenon exploring educational metaphors in the Russian culture. Cognitive approach to metaphor analysis is used which means that metaphors are considered as a reflection of the conceptual picture of the world that exists in the national culture. The notion of the conceptual picture is used in Russian intercultural studies and is similar to the notion of mental modal (Teun A van Dijk) or conception of worldview (J.W.Underhill). The research uses metaphor analysis as the primary methodology to better understand what Russian society expects from higher education and universities as well as how Russian students understand the learning process. The results are compared with metaphorical reflection of teaching and learning in the Western culture and distinctions between worldviews of two different cultural mindsets are made.
Irina I. Chironova is Professor and Head of the English Language Department at the National Research University "Higher School of Economics" (Moscow, Russia). She has taught English as foreign language at undergraduate and postgraduate levels for more than 20 years. She received the Russian equivalent of PhD in 2001 at Moscow Linguistic University with the dissertation in the field of translation studies. Her research and teaching interests include comparative analysis of legal systems and terminology in the Russian and English languages, intercultural communication, and discourse analysis including study of metaphors. She has published over 40 articles, co-authored and edited "English for Law Students" (Moscow, Uright Publishing House, 2011). Her most recent publication is "English for Journalists" (Moscow, Uright Publishing House, 2013). She is a member of International Association for Languages and Intercultural Communication (IALIC).
This paper looks at intercultural competence from the perspective of intermarriage that involves different languages and cultures among others. According to a report of the Pew Research Center, 15.1% of all new marriages in the US in 2010 were between spouses of different races or ethnicities; this figure is more than double the rate in 1980 (6.7%). Furthermore, the center reports that a nationwide survey conducted in 2009 shows that 35% of a representative sample of 2, 884 adults have an immediate family member or close relative who is married to someone of a different race or ethnicity. Departing from these reports, this paper investigates some critical components of intercultural competence that will affect intermarriage-related interaction. The paper consists of three parts: (i) presentation of the result of a survey regarding mixed-speech at home conducted in 2012, (ii) examination of some major issues raised by the survey participants, and (iii) discussion on inter-cultural vs. intra-cultural competence and sociolinguistic variables that should be taken into consideration for effective intercultural interaction.
Keumsil Kim Yoon is a professor of linguistics in the Department of Languages and Cultures at William Paterson University (USA). She is an active researcher, having published in highly-acclaimed refereed journals and collections. Her research interests have traveled from psycholinguistics through sociolinguistics to pragmatics, always focusing on language as it is used in various interactional settings. Her current focus is on inter-cultural/intra-cultural competence and bilingualism/multilingualism from a perspective of intermarriage.
Typically, college-level intercultural communication courses draw from a variety of countries and cultures to study, analyze and provisionally answer the key questions in the field: What is communication?; How many types of communication do we engage in?; What is culture?; What are the constitutive elements of culture?; How do culture and communication relate to each other?; What is intercultural communication?; What is language and how does it function in society?; What is the role of intercultural communication in important sectors like education, business, and health care?
In relation to the questions above, this paper aims to discuss a specific intercultural communication course tied to the rich socio-cultural reality of Rome. This course typically targets foreign exchange students that come to the city to study for a semester. In this context, the following additional question becomes key: What aspects of the city of Rome can be linked to intercultural communication?
The course draws from a variety of fields-Communications, Media Studies, Psychology, Sociology, History, and Art History-to make sense of intercultural communication in Rome. From these fields a variety of research tools and practices are borrowed: From media literacy to the sociological imagination; from visual literacy to participant observation and writing activities as a reflective practice.
By adopting an interdisciplinary perspectiveand a variety of methodological tools, students can get a vivid and direct understanding of intercultural communication in Rome. They can explore the fundamental facets of intercultural communication: its past, present and possible future.
Alessandra Seggi, a Fulbright Scholar, has been teaching at the intersection of communications studies and the social sciences for over ten years. She holds a Ph.D. in Sociology (with an emphasis on film) from The New School for Social Research and a Master's in Media Studies from The New School for Public Engagement. She is currently teaching at John Cabot University.
This paper will present some activities integrated into the Italian as a second language curriculum at New York University Florence aimed at developing the ICC of the students who spend one or two semesters in Florence. The efficient organization of American study abroad sites in Italy often places the students into the role of tourists, so that the potential for the study abroad experience to promote intercultural skills and intercultural identity may be limited. Integrating into the curriculum site visits which are relevant from an intercultural perspective add a great value to the ‘traditional’ learning goals of a second language course. Establishing successful partnerships with local schools with students of similar age can lead to the development of ad hoc projects where both groups of students improve their ICC as well as their target language, provided that the face-to-face activities are thoroughly planned and integrated into the course and that their timing in the class meetings is carefully managed. Giving students a task to perform can raise their motivation and help them improve their speaking skills; subsequent reflection and discussion can improve their cultural awareness, knowledge and skills. Examples of activities as well as of ways of assessment of ICC will be provided.
Laura Tarabusi is a professor of Italian Language and Culture at New York University Florence. Laura received her degree in Foreign Languages and Literature from the University of Florence (Italy) in 1990. She started teaching Italian as a second language in 1991 at the University of Florence, and since 2000 has been teaching Italian Language and Culture at La Pietra, New York University's study abroad site in Florence. She was the Director of the Centro Linguistico di Ateneo (Language Resource Center) of the University of Florence from 1997 to 2000. From 2001 to 2012 Laura was also in charge of the Community Service program at New York University Florence and taught the Service Learning class. Her responsibilities at NYU Florence include, besides teaching, syllabus design, testing design, development of special projects and organization of extra-curricular events. She has presented papers and published articles on Italian as a Second Language and on Intercultural Communicative Competence.
At the beginning of 2012 the Politecnico di Milano, in collaboration with the Fondazione Politecnico di Milano, launched Polisocial, the first public engagement program with an academic nature in the Italian context. Through Polisocial, Politecnico di Milano intends to reinforce its engagement in the social dynamics of cities and territories by developing a 'third mission' of applied knowledge in the service of local communities.
The experimental action-based program "Didattica sul campo" ("Teaching in-the-field") has been set-up in the wider context of Polisocial as a strategic tool to initiate developing the broader public engagement program of the Politecnico. The basic idea is to generate, steer and support multiple action-based teaching/learning initiatives establishing a link between teaching activity developed at the University and intervention and experience in the field, opening the perimeter of the classrooms and bringing students and teachers outside, enhancing the collaboration with a number of local organisations and institutional bodies. At the end of the academic year (2012-2013) sixteen action-learning projects has been implemented, involving teachers, students, local organizations and institutions which have worked together in different ways.
After a year, the program reached some first results and outcomes on which reflect. Therefore the presentation aims to critically question these activities and move for a first evaluation of this experimental experience. Starting from Didattica sul campo initiative, the purpose is also to focus on critical issues handling with the role of Polisocial and the emerging engagement model of the program.
Ida Castelnuovo received a PhD in Regional Planning and Public Policy at the Università IUAV, Venice. Her final thesis dealt with self-organization experiences analyzed in a framework of public policies, investigating how these practices provide solid and appropriate answers which lead to the solution of certain social problems. Her research interests concern strategic planning, urban planning, participatory processes in urban projects and policies, local governance and decision-making processes in urban development. She works at IRS - Istituto per la Ricerca Sociale as a researcher in the urban and territorial area, and she is currently involved in the Polisocial program as project manager of Poli4People.
Francesca Cognetti de Martiis was born in Milan in 1974. She is a Researcher and Assistant Professor of Territorial and Urban Analysis at the Department of Architecture and Urban Studies, Faculty of Architecture and Society, Politecnico di Milano, since 2008. She teaches "Planning” and "Strategies and planning systems" in Politecnico di Milano. She obtained her PhD in Planning and Public Policies at the Faculty of Architecture of IUAV Venice. Her research centres on issues of housing and neighbourhood development, urban planning and policies, university as an actor in urban policies, social issues and self-run initiatives. The research undertaken in these areas has resulted in the publication of a number of journal articles and book chapters, and in talks and conference papers in a range of institutions. She is member of the Steering Committee of Polisocial, the public engagement programme set up at Politecnico di Milano, and responsible for Poli4People project.
All European cities, in recent years, experience migrations. This depends on the effects of globalization and technological innovation, that have changed the traditional type of job and modified professions, the structure and the traditional roles of the European society.
The paper intends to analyse some of the different problems connected to the massive phenomenon of immigration in European cities and to suggest a strategic planning model with an intercultural logic.
The problem is not only the numerical impact of immigration but also the integration of international and local, of modernity and tradition, of social divisions and multi-culture, of marketing and identity.
But the most important problem, in the cities, derives from the different use of the urban space. This produces some conflicts.
For this reason strategic planning must be based on plans answering the necessities of the people, it must be also the combination of the infrastructural plan with the value plans for a city where the differences can cohabitate and be confronted.The principal policies, in all cities of Europe, are directed to resolve the urban problems and propose some indications to resolve conflicts.
It is necessary to elaborate, first of all, new conceptual frameworks and to adopt other schemes of thought that testify the aptitude twoards a multi dimensional reflection and the ability of reinterpreting past experience in a rapidly changing context. New ethics, certainly not economic, are necessary for the city; urban governance and democracy therefore become the base on which to found the idea of "becoming urban".
Giulianna Quattrone, Architect, Doctor of research, Phd in Territorial Planning, is a researcher in Urban planning for the National Research Council. She carries out academic and professional activity in the field of environmental spatial planning. She attended international masters and postgraduate courses both in Italy and Europe. For various academic years she has been a university professor of "Methods of city planning" and "Urban planning" in the course of Bachelor in Urban and Territorial Planning and Architecture at the University of Reggio Calabria.
This scientific production is about the topics of sustainable city and territorial planning with detailed attention to the government of the city, transformations, and to the safeguard of environmental and sustainable development. Interests of research in the last years have been centralized mostly on the topics of ethnic urban planning, on the valorization of cultural heritage, on the recovery of semantic values of the landscape and the aesthetic city in a logic of renewal, promotion and territorial marketing.
So far she has written more than 100 publications among which essays, articles and papers and she has edited proceedings and research papers, both authored and co-authored, on environmental planning, urban planning, landscape, ecological and social regeneration.
The conference session will present and discuss a set of tools that have been developed within the FREPA research project, supported since 2004 by the Council of Europe’s European Centre for Modern Languages. The Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA) represents a complement to the Common European Framework of Reference for Languages, specifying in detail and structuring its rationale on intercultural and plurilingual competences. The FREPA tools consist of (a) a comprehensive list of descriptors operationalizing intercultural and plurilingual competences in terms of knowledge, attitudes and skills, (b) a database of teaching material for all levels of learning categorized by the descriptors and (c) a training kit for teachers.
The conference session will furthermore pose the question how intercultural competences can be developed through an action-oriented approach, using case studies and simulations/role playing as a vehicle for global intercultural learning. Presenting practical examples of implementation, we will discuss how these didactic approaches differ from traditional intercultural trainings and how learning objectives can be defined in specific terms based on the Framework of Reference for Pluralistic Approaches to Languages and Cultures.
Petra Daryai-Hansen, PhD, works as Assistant Professor at the Department of Culture and Identity, Roskilde University. She is involved in several projects: Since 2009, she has been a network member in the FREPA project and today she is part of the project team working, in cooperation with ECML’s National Contact Points, with the dissemination of FREPA’s set of instruments. In Copenhagen, she is running a research project in collaboration with the International Profile School, where she examines how the concept of internationalisation is defined and analyses how to develop students’ inter-/transcultural and plurilingual competences. Furthermore, she coordinates the Nordplus Horizontal project "Developing the Eveil aux langues/Language Awareness Approach in the Nordic and Baltic Countries”. She has been a team member of the INTERREG projects "Den mentale bro” (”The mental bridge”) and "BeltScience”, focusing on language skills and intercultural competences in the Danish-German Fehmarn Belt region. Main areas of interest: internationalisation of education, inter-/transcultural pedagogics, plurilingual education, language pedagogy and language ideologies.
Catherine Jaeger was Head of the French Department and UNIcert® Executive Committee Member at the TU Braunschweig Language Centre for nine years. She is currently a Lecturer of French at the Humboldt University Language Centre. Prior to this, for a number of years, she was active in improving the professional language communication skills of employees at various corporations. Her field of expertise is the conception and design of task-based courses and assessment models. In sessions on Intercultural Training, she seeks to implement her methodical and didactic technique at universities. Through a task-based approach and the use of case-studies and global simulations, she aims to foster intercultural learning and interaction. She runs numerous workshops for lecturers at German university language centres, on the following themes: the contribution of language-learning to the acquisition and use of intercultural competence; methodical and didactic techniques for the communication and evaluation of intercultural competence and task-based learning in Intercultural Training sessions during university language courses.
Since 1998, in all EU countries, a number of successful language learning initiatives have been awarded a quality label: the European Language Label (ELL). The European Language Label is assigned to the best initiatives promoting language teaching and learning. NELLIP, Network of European Language Label Initiatives, is funded by the European Commission in the framework of the Lifelong Learning Programme. The aim of the NELLIP Network is to promote quality in language learning through the application of the quality criteria used to award the European Language Label.
In the framework of the NELLIP network activities a research was carried out on the impact the ELL had on the winning projects. The result of this research activity are a collection of case studies on awarded projects and the identification of best practice. A parallel research was carried out to assess how the ELL is implemented in the different European countries. The result of this research are 18 national reports and one transnational report. The research activities mentioned above were carried out in close cooperation with the national agencies (NA) who are appointed by the European Commission of the implementation of the ELL. Guidelines on quality in language learning are currently being developed. The guidelines are exploiting the result of the research activity carried out.
Elisabetta Delle Donne is the president of Pixel, an international education and training organization with a specific expertise in European cooperation and project management. Elisabetta graduated in Political Sciences - International Affairs in 1993. Since then, for the last 20 years, she has been working in the field of European cooperation. Elisabetta is an expert in the planning and management of European projects focusing in particular on the areas of education, training, culture and research.
For over fifteen years she has been consulting for several European universities and public bodies on accessing European funding opportunities and on European project management.
She is currently advising several universities and ministries throughout Europe. So far she has been involved as project planner and manager in more than 100 projects funded by the European Commission. She has developed and coordinated partnerships with more than 500 bodies in all Europe, including universities, public authorities, training organizations, research centres etc.
Elisabettais also involved as external expert in quality management and external evaluator in several European projects mostly funded by the European Lifelong Learning Programme.
Elisabetta is the main trainer in the international seminar "European Project Planning and Management", organized and coordinated by Pixel, that has now reached its 33 edition.
The Internet has been both heralded for the infinite opportunities it offers for intercultural contact, but it has also been recognized that people do not actively seek interaction with cultural 'others'; Internet traffic within national borders is growing far more rapidly than cross-border communication (Hafez, 2007). When Internet and social networks are used by members of different ethnic, cultural or religious backgrounds for the discussion of intercultural issues there is little evidence of people exchanging views with mutual understanding and respect.
Online intercultural exchange (OIE) offers significant opportunities for combatting intolerance and promoting intercultural dialogue as well as fostering the development of language skills, intercultural communicative competence and online literacies (Guth & Helm, 2010). OIE is not an alternative for face to face intercultural exchange as the online world is a high stakes intercultural context in which we are increasingly required to operate. The affordances of online environments and dialogic models of learning allow for the creation of a safe space where even controversial issues and conflict can be addressed constructively. This presentation will illustrate various examples of online intercultural exchange programs which have been implemented in higher education contexts, including the Soliya Connect Program (www.soliya.net) which addresses relations between the 'Western world' and the 'predominantly Muslim and Arab world'. Subsequently it will report on the main findings of the EU-funded survey (http://www.intent-project.eu ) which aimed to describe the state of the art of OIE in higher education foreign language classes.
Francesca Helm is a researcher at the Department of Politics, Law and International Studies at the University of Padova. She teaches English to students on second-level degree courses in International Politics and Diplomacy, European Studies and European Project Management. Her research is in the areas of intercultural communication and dialogue, online education, telecollaboration, the sociocultural context of Web 2.0 for language and intercultural learning, new online literacies, critical discourse analysis, and the use of English as a lingua franca. She has published book chapters and papers in international journals on telecollaboration in foreign language education.
This paper reports on an ongoing study on students’ intercultural needs in relation to studying abroad, which is being carried out within the IEREST project (Intercultural Education Resources for Erasmus Students and their Teachers). After introducing the project in terms of objectives, actions, and intended results, the paper focuses on a research action aimed at identifying how Erasmus students make sense of their experience abroad in terms of their cultural and intercultural needs.
IEREST is an Erasmus Multilateral Project co-funded by the European Commission (LLP 2012-2015) and coordinated by the University of Bologna. Its main aim is to design an "Intercultural Path” (a set of teaching modules) to be provided to Erasmus students before, during and after their experience abroad in order to encourage learning mobility and to enable students to benefit as much as possible from their international experience in terms of personal growth and intercultural development.
In Spring 2013, the IEREST consortium administered a questionnaire to future, present, and past Erasmus students in order to investigate their perception of cultural and intercultural needs, and collected 3,152 responses. While the data analysis is still in progress, some trends are already identifiable, e.g. students seem to value independence as the most important objective and outcome of their abroad experience; they stress the importance of contact with peers, but their interest in local students appears to decrease in the course of the experience abroad. Beyond discussing these and other preliminary results, the paper reports on how IEREST intends to consider respondents’ perceptions and perspectives in designing and testing its "Intercultural Path”.
Claudia Borghetti is Adjunct Lecturer in Language Learning and Teaching and teacher of academic writing at the School of Foreign Languages and Literature, Interpreting and Translation, University of Bologna, Italy. She holds a M.A . in language and intercultural learning through telecollaboration from the University of Bologna, and a Ph.D. in Foreign Language Teaching from the National University of Ireland, Galway with a dissertation titled 'A Methodological Model for Intercultural Foreign Language Education: From Practice to Theory'. She is the project manager of the IEREST Project (Intercultural Education Resources for Erasmus Students and their Teachers), http://ierest-project.eu/, co-funded by the European Commission under the Lifelong Learning Programme (2012-2015). She researches on intercultural language learning and teaching, teaching Italian as a foreign/second language, English as a Lingua Franca, and information and communication technologies in language teaching and learning. She also works as teacher trainer and taught Italian as a second/foreign language for nine years.
In the present study, I build on my previous research into the interrelationships between language, identity and communication in transcultural classroom settings by examining a narrative writing task produced by students from a range of cultural backgrounds studying at a major Australian university. The task is underpinned by a critical approach to transcultural communication pedagogy, which aimed to create a classroom environment in which recognition and validation of linguistic and cultural diversity could be explored. As part of their study of transcultural communication, participants in this study were required to engage in a learning activity that took the form of a narrative-elicitation task, which required students to interview each other in order to co-construct and then analyse their personal narratives about language, identity and culture. The importance of establishing interactional rapport between storyteller and listener, as well as creating opportunities for self-reflection and re-invention, were some of the key features that emerged from students’ analyses of each other’s narratives. These findings suggest that such interpersonal and dialogically forged classroom-based activities have the potential to promote greater transcultural awareness and understanding of Self and Other not only for the participating students, but also for the staff who were involved in the administration and assessment of the task. Further research could explore how this critical approach could be incorporated into transcultural training programs in a range of professional settings.
Dr Celia Thompson is a Lecturer at the University of Melbourne, Australia. She teaches Transcultural Communication and English for Academic Purposes at undergraduate and postgraduate levels. Her research interestes include: the study of narrative in transcultural communication; critical pedagogies in higher education; the role of authorship and intertextuality in academic writing. Celia is a founding member of the British Association of Applied Linguistics Intercultural Communication Special Interest Group. Celia has published in journals such as the International Journal for Academic Integrity, Language, Culture and Curriculum, Language, Identity and Education, Portal: Journal of Multidisciplinary International Studies and The Internet and Higher Education.
Universities have increasingly identified a need to ensure that their graduates are prepared to be ‘global citizens’; to engage in an internationalized world; to exhibit cross-cultural competencies; and to be competitive in a global labour market. The provision of study abroad opportunities is an accepted strategy for achieving this goal, but there has been limited critical examination of how study abroad contributes to the development of these attributes.
This presentation will focus on a comparative project looking at the student experience of study abroad that was undertaken by Monash University (Australia) and the University of Warwick (UK) in 2011 - 2012. The study took place within the framework of increasing collaboration between the institutions, which has now been formalized into a global alliance. Through a variety of methodologies it examined the experience of cohorts of Warwick and Monash students undertaking study in Italy where the two universities have well-established study centres in Venice and Prato respectively. We will discuss the key findings of the study as well as outlining the subsequent initiatives being developed by two institutions in response.
Loredana Polezzi is Associate Professor (Reader) in Italian Studies at the University of Warwick (UK) and Academic Director of the Warwick Centre in Venice. She studied at the Universities of Siena (Italy) and the University of Warwick. Her main research interests are in translation studies, comparative literature, and the history of travel writing. Her recent work focuses on how geographical and social mobilities are connected to the theories and practices of translation and self-translation. She is the author of Translating Travel: Contemporary Italian Travel Writing in English Translation (Aldershot & Brookfield: Ashgate, 2001) and co-editor of Fuzzy Boundaries? Modern Languages and the Humanities (London: CILT, 2001), Borderlines: Migrazioni e identità nel Novecento (Isernia: Cosmo Iannone Editore, 2003), and In Corpore: Bodies in Post-Unification Italy (Madison: Fairleigh Dickinson, 2007). She guest-edited special issues of The Translator (‘Translation, Travel, Migration’, Autumn 2006), Studies in Travel Writing (‘Travel Writing and Italy’, June 2012, with Sharon Ouditt) and Textus (‘Travel Writing and the Shape of the World’, December 2012, with Elio Di Piazza). Her articles have appeared in journals such as Translation Studies, The Translator, Italian Studies, Modern Italy, MLR, Romance Studies, Fogli di anglistica, Semicerchio, as well as numerous collective volumes.
Cecilia Hewlett is the Director of the Monash University Centre in Prato. She has been involved in the development of the Centre since its establishment in 2001. She is a Renaissance Historian, who has published on themes of community identity and the relationship between urban and rural communities. She was a research fellow of Villa I Tatti, the Harvard University Centre for Renaissance Studies. Prior to this she served as Director of the Office of the Deputy Vice-Chancellor (Education). She holds a BSc/BA (Hons) and a PhD in History from Monash University.
Experienced by few but examined by many, synesthesia is a phenomenon in which two or more of the five senses that are generally experienced separately blend and overlap in an automatic and involuntary manner. The major findings on synesthesia come from the research undertaken from the neurological and/or cognitive perspectives (Cytowic 2002, 2009; Eaglemann 2011; Hubbard 2007; Ramachandran 2005; Grossenbacher 2001). Among different forms and types that synesthesia may take, the grapheme-into-color type is reported to be the most common one. It is experienced when a visual representation evokes a perception of a particular color (including its hue, saturation or tone). As Biggam (2012) reports, research on color vocabulary and color semantics has been influenced by the Sapir-Wolf hypothesis, i.e. the theory of linguistic determinism. The theory assumes that every language reflects a different world-view. Hence, color and color vocabulary is influenced (or determined) by general perception of world that each culture possesses.
The following paper aims to report on our findings in a corpus of English texts of different genres examined in terms of color vocabulary and color-based synesthesia. The English language data have been compared against the parallel Polish corpus. The preliminary analysis shows differences in the representation of synesthetic metaphors, which we attribute to cultural and linguistic differences between the source and target languages. We believe that the findings may be instrumental in providing a better understanding of the translation process in general and a phenomenon of color-based synesthesia in particular.
Session 2 : This Finding was Perhaps Surprising: Emotive Lexis in Ethnic Perspective
In spite of the still widespread concept of academic discourse as neutral and objective, one of the perennial questions arising in an almost natural way in the process of writing an academic text, concerns the place of interpersonal meanings and their construal in various academic disciplines. Although 20 years have passed since Elbow reflecting in academic discourse wrote: "I can’t tell my students whether academic discourse means using lots of structural signposts or leaving them out, bringing in their feelings and personal reactions or leaving them out [...]," the question of the presence of the emotive meaning in academic discourse is still partially answered. Much research has been done that shows that interpersonal meaning is a characteristic feature of oral academic discourse and that the imperative of impersonality is only illusory in many written academic genres, including the paragon of scholarly activity, i.e., the research article, when seen from a cross-disciplinary perspective. From a cross-cultural perspective, the question of emotivity as a manifestation of interpersonality becomes even more challenging when we consider various traditions and styles of writing in different language communities.
The recent changes in the system of academic research evaluation in Poland has put these academic writing traditions to the test of time and has induced many scholars to write in English or have their texts translated into English. And whether these are the original authors themselves or translators, they both are confronted with the dilemma of "leaving” and "bringing in”.
This study examines the use of emotive expressions in two comparable corpora of research papers from the domain of language and communication in Polish and English and attempts to show the extent to which emotions are conventionally lexicalized in allegedly objective and neutral academic texts. At the same time it poses a question whether publishing in a foreign language requires abandoning conventions that are so characteristic of one's native culture and academic style.
Andrzej Łyda is Professor of English at the Institute of English, University of Silesia, Sosnowiec. He is currently the Head of the Institute and the Head of the Department of Translation and Interpreting. His main areas of interest are translation and interpreting, psycholinguistics, academic discourse analysis and interactional linguistics. He holds Ph.D. and post-Ph.D. degrees in linguistics. His publications include over seventy articles and three books of which he is an author and co-author. He has been an editor of five books in the area of discourse analysis, applied linguistics and language and culture studies. His latest publication is Awareness in Action: The Role of Consciousness in Language Acquisition (Springer, 2013). He is presently working on phraseology and rhetorical relations in academic English.
Monika Zasowska graduated from the Faculty of Philology, University of Silesia, Katowice, Poland receiving her M.A. in linguistics. She is currently working on her Ph.D. at the Institute of English, University of Silesia, where she is also a junior lecturer. Her main areas of interest include translation, cognitive linguistics and corpus linguistics.
The last decades' emphasis on (inter-)cultural competence in the Swedish curriculum has led to a stress on culture in language textbooks, usually according to the criteria in the Common European Framework for Languages. However, this also seems to have resulted in a more mechanical view of teaching culture, implying that intercultural competence easily is understood as knowledge about stereotypical characteristics and national features and emblems.
Hence, drawing on the notion of discourses that travel (Blommaert 2005), this communication will discuss how current language textbooks in French exhibit cultural knowledge as linked to France and a French national imaginary. First, we will outline how French culture is displayed in today's textbooks, and compare it to how textbooks from the eighties deal with it. Then, we will argue that the intercultural competence which the textbooks aim at can be seen as a decontextualised and recontextualised national discourse whose indexicality looses in value and meaning, and extends into a process of commodification of culture. We will also discuss possible implications. Finally, we will consider whether the approach chosen in the older textbooks could be seen as more "intercultural" than the one displayed today, if we understand intercultural issues as simply human issues, thus opening up intercultural competence to dealing with difference in general, be it national, religious, cultural or political.
Mrs. Katharina Vajta, Ph. D., is a senior lecturer in French at the Department of Languages and Literatures, University of Gothenburg, Sweden. Her research interests are linguistic identity, languages and borders, language shift, language policies, and ”francophonie”, intercultural education and French didactics. Her doctoral dissertation was on language shift in Alsace, France: « Nous n’avons plus de langue pour nos fêtes de famille.» Le changement de langue dans une famille alsacienne. She has been involved in the former interdisciplinary research program ”Europa” at the Faculty of Arts of the University of Gothenburg, and, besides teaching, she is presently carrying on research in French didactics and the image of France in Swedish school textbooks. She is also a member of the international research network Cultural Borders of Europe (http://cbe.gu.se/) and of the steering group of CERGU (http://www.cergu.gu.se/), the Centre for European Research at the University of Gothenburg.
This presentation has two objectives:
Marco Croci is a management consultant with considerable experience in designing, planning and executing organizational development projects. He has acquired specific competencies in the areas of cultural and organizational change, management of human resources, coaching and team building. By creating and facilitating multidisciplinary teams, he helps clients to implement continuous improvements in their mental, interpersonal, and business processes. For over twenty-five years as a consultant in Europe, he has taken part in (or led) a large number of national and international projects, working in Italian, French and English.
From June 2006 to June 2008, he lived in Beijing (PRC) and in 2011, published a book on his experience in China: I cinesi sono differenti (Brioschi).
Marco Croci graduated in Organic Chemistry at Pavia University (1968, cum Laude), and worked for fifteen years in the pharmaceutical industry, as R&D manager and as Project Manager, in a number of Italian and multinational Companies. In 1984, he earned the MBA with Distinction from SDA-Bocconi University (Milan, Italy), and in 2001 the Diploma in Inter-Cultural Management from the University of Cambridge (UK). Beyond his consulting work, he is an adjunct professor of Inter-Cultural Management at the Milan State University.
In theory, language and culture form a dynamic whole. In praxis, however, the teaching of foreign languages and cultures often compete for educational resources due to the separate treatment of language and culture in school and university curricula: foreign languages are best taught in the target language, while foreign cultures and intercultural competence are typically taught in the students' native language. In an attempt to more adequately meet the challenge of fostering inclusive multicultural and multilingual societies, the workshop briefly outlines an integrated model of teaching both communicative competence in L2 and intercultural competence in the foreign language classroom. By aligning Bennett's Developmental Model of Intercultural Sensitivity to the CEFR and ACTFL language proficiency standards and combining insights from the fields of Second Language Acquisition, Foreign Language Pedagogy and Intercultural Communication, the model serves as a guideline for fully integrating tasks designed to develop intercultural competence into traditional task-based, communicative language teaching. The workshop will focus on engaging the audience with several examples of such tasks to demonstrate how foreign language teaching at all proficiency levels can become the core of intercultural education, without sacrificing the established need to develop communicative and linguistic competence in the target language. The accompanying paper presents the model in more detail and summarises its theoretical and methodological foundation.
Michael Ennis earned his BA in German and Economics from Xavier University in Cincinnati, Ohio in 2002 and his MA in German Studies from the University of Kentucky in 2005. He is currently completing his doctoral thesis in German Studies at the University of Cincinnati, where his secondary focus was on developing an "Integrated Model to Language, Culture and Communication in the FL-Classroom." He also holds a graduate certificate in Teaching English as a Second Language from the University of Cincinnati. He has taught English and German at nine universities in the United States, Germany and Italy. His research and teaching interests lie in Cultural Studies, Foreign Language Pedagogy and Second Language Acquisition, with a particular interest in Intercultural Communication, Languages for Specific Purposes, Content and Language Integrated Learning and Distance and E-Learning. He currently instructs English for Economics, English for Social Sciences, and English for Tourism Management at the Free University of Bozen-Bolzano and the University of Venice Ca' Foscari.
There have been over five decades of scholarly work on the concept of intercultural competence, although that has long been dominated by US and European perspectives. What are some of the current trends and issues on intercultural competence emerging from different disciplines and world regions and cultures? This talk will explore different perspectives on intercultural competence, as well as some emerging issues and trends in intercultural competence, including that of assessment.
Dr. Darla K. Deardorff, executive director of the Association of International Education Administrators and editor of "The Sage Handbook of Intercultural Competence" (Sage, 2009) as well as co-editor of the more recent " Building Cultural Competence" (Stylus, 2012)
Furthering intercultural competence in higher education requires colleges and universities to establish an intentional and strategic plan that embeds intercultural understanding and practice across the academy's work. To secure broad-based buy-in and support, this plan needs to consider the various ways that different units within the academy define and interpret intercultural work. For large, complex and multi-faceted colleges and universities, building this plan can prove daunting as different parts of the institution will ascribe different meanings, purposes, and intentions to intercultural advancement.
In this plenary session, administrators from the University of Minnesota, who represent units that are highly engaged in intercultural competence work, will share some of their struggles and lessons learned in their effort to build a comprehensive, campus-wide strategic plan to advance intercultural competence. The administrators initiated this campus-wide strategic work following their attendance at the 2011 Intercultural Horizons's "Best Practices in Intercultural Competence Development" conference in Siena.
In this session, the administrators will offer a set of recommendations for building a common university-wide framework and comprehensive plan for institutional competence advancement. The presentation will also include a discussion on how the cultivation of a relationship with another institution -University of the Free State, in Bloemfontein, South Africa - has helped further the University of Minnesota's intercultural competence agenda.
Kristin N. Lockhart is the Associate Vice President for Equity and Diversity at the University of Minnesota. Kris has worked on social justice issues related to diversity, inclusion, equal opportunity and affirmative action for over 25 years in the legal field, with corporations and with non-profits and in educational arenas. Kris has been an administrator working on equity and diversity issues at the University for over 14 years. Currently, Kris focuses on the implementation of the University's system-wide Equity and Diversity Vision Framework. This framework sets out the University's long-term diversity goals, as well as the guiding principles for how to achieve these goals at the local level.
Andrew Furco is Associate Vice President for Public Engagement at the University of Minnesota, where he also serves as Associate Professor of Higher Education and Director of the University's International Center for Research on Community Engagement. As Associate Vice President, he works to further the institutionalization community engagement across the University's research, teaching, and public service activities.
Prior to arriving at the University of Minnesota, he worked for seventeen years at the University of California-Berkeley as the founding director of the Service-Learning Research and Development Center and as a faculty member in the Graduate School of Education. His publications include the books, Service-Learning: The Essence of the Pedagogy (2001) and Service-Learning Through a Multidisciplinary Lens (2002), as well as more than 60 journal articles and book chapters on the study and practice of community engagement.
Over the past year, Andy and Kris have collaborated to more fully involve the administrators of public engagement, equity and diversity, global programs, and student affairs at the University to help build a comprehensive, strategic, and coordinated system-wide agenda for strengthening intercultural competence among members across the University of Minnesota community.
In the U.S. healthcare field, cultural competence is used as a means to provide care to an increasingly diverse patient population. Theories of cultural competence, lists of necessary competencies for healthcare practitioners, and training approaches are plentiful; much like with the field intercultural competence, a term often used by international educators. Is cultural competence the same as intercultural competence or are there differences in the theories that support these two efforts to successfully interact with the Other; i.e. those with different cultural beliefs, values and experiences? What can the two approaches learn from each other about improving the ways that individuals communicate across cultures? And to play devil's advocate, if the healthcare field is successful in training practitioners without international study experiences to gain cultural competence, why is intercultural competence so often stressed as an important and unique learning outcome of studying abroad? Can our students gain the same knowledge, skills, and attitudes necessary for cross-cultural communication from within our own borders?
Hannah H. Covert receivedher PhD in higher education administration program from the University of Florida where she also served as Executive Director of the Center for Latin American Studies. She now works in the Department of Global Environmental Health Sciences in the School of Public Health and Tropical Medicine at Tulane University. Her research interests include international education, intercultural competence, study abroad learning outcomes, and qualitative methods of inquiry.
Departing from the position that it is the educational institution's responsibility to play a central role in preparing young people for the challenges of interacting in a world which is culturally, linguistically and ethnically diverse (Deardorff, 2009), this paper aims to investigate the perception of the status of Intercultural Competence (IC) development at an English Department in a Croatian University (Rijeka) from the lecturers' and students' perspectives. For this purpose a survey was conducted, aimed at exploring knowledge, attitudes, awareness, and skills (Fantini, 2012) that are significant for the development of Intercultural Competence. We also examine whether these four dimensions of IC are developed within the above academic context. The issues looked at include: a) the understanding of Intercultural Competence (IC); b) the degree to which IC is developed through the current curriculum; b) the views about the degree to which IC should be developed through the curriculum; c) suggestions for IC status improvement. Our results indicate that there exists a substantial gap between the current and desired situation, but also a worrying lack of awareness of theoretical developments in the IC field. This seem to point to a need to reconceptualise language (teacher) education relative to IC topics.Deardorff, D.K. 2009. (ed.) The Sage Handbook of Intercultural Competence. Thousand Oaks: Sage Publications.
Fantini, A. 2012. Language: An essential component of intercultural communicative competence. In J. Jackson (ed). The Routledge Handbook of Language and Intercultural Communication. New York: Routledge, 263-278.
Marija Brala-Vukanović: After completing her B.A. in translation (English-Italian-Croatian) at the Faculty for Translators and Interpreters of the University of Trieste, Italy, Marija Brala-Vukanović went on to do her M.Phil. in Applied Linguistics at the Research Centre for English and Applied Linguistics at the University of Cambridge, U.K. Upon completion of the M.Phil. in 1997, Maja remained at the same research centre to complete her Ph.D. in cognitive semantics. She was awarded a Ph.D. from Cambridge University, U.K. in 2000. Since then, she has been teaching general linguistics and semantics at the University of Rijeka, Dept. of English (of which she is currently Head). She has also taught translation and interpreting at the Faculty for Translators and Interpreters of the University of Trieste, Italy. Maja's research interests include cognitive semantics (in particular the relation between language and space), prepositional systems crosslinguistically, categorization patterns in bilingual children, the relation between language and though, as well as the relation between language and identity. She published over 40 journal articles, and is single author of two linguistics books ('Introduction to Linguistics' and 'Perspectives on Meaning').
Irena Vodopija-Krstanovic is an assistant professor in the English Department at the University of Rijeka. She teaches courses on English language teaching methodology and the socio-cultural aspect of ELT in the TESOL graduate program. Irena received a Ph.D. in TESOL from Klagenfurt University, an M.A. in TESOL from the Graduate School for International Training in Vermont, and a B.A. in English and French from Zagreb University. Her research interests and publications focus on (inter)cultural issues in ELT, the intersection of language-culture-identity, the pedagogical implications of English as an international language, and the native/non-native divide. Irena is extensively involved in language teacher education and teacher certification in Croatia.
EUFICCS stands for "European Use of Full-Immersion, Culture, Content, Service approach for Language Learning" and is a project developed by a European consortium made up of Associazione Culturale Ulisse (Siena, Italy), Siena Italian Studies (Siena, Italy), Universidade Fernando Pessoa (Porto, Portugal) and Centro de Lengua y Educaciòn Intercultural (Granada, Spain). The project has been co-financed by the European Union through the Lifelong Learning Programme - (Key Activity 2 Languages), and will be implemented for three years (November 2011 - October 2014). It aims at enhancing the motivation and capacity of language learners to study a foreign language with the use of an innovative common methodology that will be elaborated by the consortium and applied to the learning of Italian, Spanish and Portuguese as second languages by students, interns, workers and other young people or adults going to Italy, Spain and Portugal for a study, training or working experience.
The presentation will highlight initial results from the experimentation and illustrate challenges and opportunities that the experience has provided in the three participating institutions.
Antonia Bolivar holds a Master's degree in Intercultural Education Management from SIT (School for International Training, USA) and a BA degree in Psychology from the Autonomous University of Barcelona and in Translation and Interpreting from the University of Granada. In addition, she has done Post-graduate studies at the Universities of Edinburgh and Montpelier in the field of Interpretation. Antonia has broad professional experience in Europe and the USA. She is a conference interpreter and coordinates the Study Abroad programs for the School for International Training and World Learning's Summer Abroad program "The Experiment" in Granada. She is a teacher of English and Spanish as a foreign language and Intercultural Communication. She develops and executes educational programs as well as workshops and teacher training courses. She is also presenter in the "Master de Gestión Cultural de las universidades de Granada y Sevilla". Currently, Antonia is the Director of the Center for Languages and Intercultural Education (CELEI) in Granada and founding member of the Intercultural Education Forum. She has published and presented in specialized forums on the field of International Education and Training.
Lavinia Bracci holds a degree in Translation and Simultaneous Interpreting in German and Russian from the School of Translation and Interpreting (SSIT) in Rome, as well as a specialization in Glotto-technologies and Glotto-didactics from the Università per Stranieri di Siena. She is founder and director of Siena Italian Studies and the International Center for Intercultural Exchange, which hosts a service-learning program of the International Partnership for Service-Learning. Through using service as an instructional tool she invented the FICCS (Full-Immersion: Culture Content and Service) approach to develop reflective intercultural competence and has recently co-authored a text on this approach entitled L'educazione riflessiva interculturale: L'approccio FICCS allo studio della lingua e cultura italiana, along with several other publications on the topic in recent conference proceedings.
Elena Cellai holds a M.A. in Political Sciences with a concentration in International Relations from the University of Siena and a postgraduate diploma in "Management of EU co-funded projects" from LUISS Business School in Rome. She has more than 5 years of experience in management of EU co-financed projects under different programmes, such as Youth in Action, Youth, Leonardo da Vinci 2000-2006, Lifelong Learning Programme - Grundtvig, Europe for Citizens, European Fund for the integration of third country nationals and for several public and non-profit organizations in Tuscany. Member of Associazione Culturale Ulisse since 2007, she also cooperates with Siena Italian Studies at the International Center for Intercultural Exchange teaching the "History of the European Integration."
Antonella Filippone is President of the Associazione Culturale Ulisse and holds an M.A. in Modern Letters with a Modern Languages focus from the Università degli Studi di Siena. Additionally she holds the DITALS specialization in teaching Italian as a second language from the Universita per Stranieri di Siena. She worked as a professor at the Università per Stranieri di Siena for more than a decade and currently teaches for Siena Italian Studies. Antonella has most recently co-authored a text on the FICCS instructional approach called L'educazione riflessiva interculturale: L'approccio FICCS allo studio della lingua e cultura italiana and has published several articles along with the Italian language text, Dimmi Tutto!.
Intercultural competence is not something abstract and separate from the contexts of its applications. Indeed, also the concept of IC and of intercultural have been developed in the US context, with an efficiencies bias, which has often been, and still is often exported by intercultural studies and intercultural applications in a de-contextualized manner, as a toolkit to be used, even without the appropriate reflection about if that tool is the right tool in that particular context.Nowadays, even if the conception of IC related to knowledge and capabilities (which allows managers and professionals to be appropriate and effective) is still current, this perspective is no longer the only dominant one. In fact, the phenomenon of globalization and its effects require increasingly reflective people, able to listen, to recognize and to integrate news and alternative perspectives that interactions with "differences" bring to the table.
This second IC and concept of Intercultural, more connected with active listening and dialogic capabilities, leads also to different contents and to a different approach to intercultural applications and to intercultural training. One of the applications of this second IC perspective is connected with the development of management skills for being able to realize sustainable and socially responsible projects and policies. During this session we will examine the differences among at least two major concepts of IC and intercultural, and their applications in applied professions, and we will try to answer the following questions: What are the characteristics of intercultural training? What do we need more of?
Maura di Mauro has a degree in social and workplace psychology and has been working for the past ten years in training and consultation, developing projects and tools with various organizational structures in both Italy and abroad. She has lived in Amsterdam, London and Madrid. A native speaker of Italian, she also works in English and Spanish, helping people, organizations, local and regional entities, to manage intercultural relations, to develop and use their abilities to their maximum potential. She develops and conducts training courses and activities and provides consultation on Diversity Management, intercultural training and self-empowerment. She also provides one-on-one and group assessment oriented towards the evaluation and development of management competencies. She collaborates with several university structures in research activities, teaching, and project management and coordination. She is a board member of AIF (Associazione Italiana Formatori),Sietar Italia and Sietar Europe.
The United States continues to face many challenges in accommodating diverse ethnicities in the provision of services and education due to the variety of cultures and shifting patterns of immigrant groups. In the face of fast growing globalization, increasing technological advances and increasing reliance on technologies one thing remains consistent; the impact of the visual image. Images on electronic screens, video, photographs, paintings, or prints are powerful communicators of information, that may affect or elicit opinions, beliefs and ideas. A current example of such can be seen in the increased and constant use of social networking, photo and video sharing.The expressive arts therapies offer a myriad of options and advantages for the working professional in a multitude of settings and in a variety of situations. Art is a practical tool in finding a common ground when working with someone coming from a different context such as socio-economic status. The authors demonstrate through case vignettes and applied expressive arts exercises the use of art and creative expression as an introduction to developing a working relationship with individuals and groups residing in urban poverty. Applying the theories of Jung and pioneers of art therapy, Edith Kramer and Margaret Naumberg, the universal language of art becomes the platform for humans with diverse backgrounds to unite. The Authors have designed a curriculum for expressive therapy programs and social support agencies to enhance understanding, knowledge and applications for working within impoverished communities.
Susanne M. Bifano is a graduate from Pratt Institute's Undergraduate Painting and Graduate Art Therapy programs. She brings fine and conceptual art practices into the art therapy settings. Susanne's work in the South Bronx focused on family therapy and community development through building mentoring relationships with local youth. In 2008 Susanne was awarded the Culturally Responsive Professionals in Early Childhood Disabilities grant from the University of Miami, graduating with her Masters in Early Childhood Special Education. She implemented her research in collaboration with the Girls Advocacy Project at the Miami-Dade Department Of Juvenile Justice on 'Pregnant Teens Accessing Community Resources After Discharge from Juvenile Detention. Ms. Bifano currently works as an art therapist at Mt Sinai Kravis Children's Hospital in the Child Life and Creative Arts Therapy Department. Susanne Bifano is a registered and board certified art therapist, and licensed creative art therapist in the state of New York.
Susan Natacha Gonzalez was born San Juan, Puerto Rico. She is an artist, educator and registered and board certified art therapist with almost 20 years of experience. She has extensive experience in research in special education and urban poverty and has carried out her multi-modal practice in variety of settings. Susan holds degrees in Art, Psychology, Art Therapy and Education. She has augmented her studies in the US with studies at the University of Salamanca in Spain and the Lorenzo Di Medici Institute for Fine Arts in Florence, Italy. Susan has presented the topic of art, education, creativity, art therapy and child development in a variety of conferences, on the radio and has responded to interviews for several publications nationally and abroad. As an artist Susan Natacha utilizes various media and concepts to explore and further understand creative processes and change. She deems the practice of creative collaborations as an opportunity for the development, understanding and fostering of relationships with other individuals in accordance to the any given time and space. She believes we are not isolated in our creative development, growth and process - we are a collective within and out of our bodies.
There is a need to understand the societal and cultural traditions of Muslim immigrant groups in order to foster understanding and mutual comprehension. The vibrant and rapidly developing countries of the Arabian Peninsula present a visual mélange reﬂecting shifting marital conﬂuences with strong Islamic polygyny. Polygyny is plural marriage that is limited to 1 male and as many as 4 females at any time and dependent upon one's ability to provide for, be just to and care for your wives. In many other Arab states polygyny exists today as a viable marital choice and familial standard. This visual ethnography Polygyny in Oman by Prof. Profanter et al. presents insights into intimate spaces and practices in the Sultanate of Oman, familial traditions and emerging perspectives centered around an age old practice closely associated with both the region and Islam. Due to the changing state of women's education and the current economic climate there exist stressors today that were not present as little as 20 years ago: through globalization and urbanization family life is changing, also in the most remote parts of the world. This film shows the difficulties of families coping with global changes and yet being members of a very traditional society in the Arabian Gulf. Through a visual medium we are able to offer a glimpse into an age old lifestyle and the reasons for its continuity and shifting pathways from an insiders' view with wives, children and husbands providing unique perspectives.
Annemarie Profanter is an Associate Professor in Intercultural Pedagogy at the Faculty of Education of the Free University of Bolzano, Italy. She received her two doctorates in both Education and Psychology and a master's degree in Psychology of Education from the University of Innsbruck, Austria, and from the University of London, UK. Since 2004 she resided periodically in the Islamic Republic of Pakistan and the Arabian Peninsula doing fieldwork and visiting fellowships for international institutions such as "The City University of Science and Information Technology" in Peshawar, Pakistan; the American University afﬁliated "Dhofar University" in Salalah, Sultanate of Oman; and "Prince Mohammed University" in the Kingdom of Saudi Arabia. She is working on projects addressing Arab women's experiences in the Gulf and has recently published a documentary on polygyny in collaboration with the Ministry of Information in Oman. Her current research includes Islamic integration and migration issues in Europe.
After 7 years of existence, the Intercultural & Language Program of the Agence Iter France has trained over 2000 people since 2006. This program was created and is organized to meet the expatriate needs of the ITER Organization, the largest international and scientific project in the world today, based in the South of France.
The aim of the ITER Organization is to demonstrate the feasibility of fusion energy for future generations and involves over 1000 scientists, engineers and support staff from 34 different countries.
The Intercultural & Language Program, which received the European Label for Languages in 2008 for its innovation and quality, has been under constant development since its inception and this presentation focuses on the observations made on the "intercultural learning curve". This intercultural learning curve can be defined as a relatively new concept in the sense that, although learning curves are well-known and measurable in several areas of learning, there is still a lack of information on the time and methods needed to acquire intercultural skills and competence. The typical profile of the participant to this program is that of an expatriate relocating to France, with or without their family, who needs to acquire the language for survival purposes but also the intercultural competence required to be successful in a multicultural working environment. This presentation will provide the analysis made over 7 years on the acquisition of language and intercultural skills, the challenges involved and recommendations for best practices.
Shawn Simpson has been involved in training for over 30 years. A European expert in lifelong learning projects with a focus on intercultural and international mobility issues and with a background in the management of service activities, she has created over 25 different exchange programs with foreign universities and developed intercultural seminars and workshops for industry and training organizations. Shawn has been working for the Agence Iter France for 7 years and is in charge of their Intercultural & Language Program.
This program involves the training of new recruits (34 different nationalities) for the Iter Organisation through: French language programs, Intercultural Awareness Raising Seminars, Comparative Culture Workshops, International Seminars with professionals of the intercultural and IHR world.
Shawn created and runs the Intercultural Think Tank of the Agence Iter France, participates to conferences worldwide, is conducting a study on the Expatiate Experiences and Expectations of the Iter Organization and is presently focusing on the development of seminars on internal communication in international organizations whose working language is English.
Due to the immigration into Switzerland, Swiss companies today employ on all hierarchy levels people with different mother tongues and cultural backgrounds. Thus, multicultural teams are becoming more common. These teams often use English or German as “lingua franca”, which for many team members is a foreign or second language. So far, research has paid too little attention to the linguistic challenges multicultural teams face and to the strategies they employ to efficiently master their leadership and communicative tasks.
Research questions: How do team leaders moderate meetings of multicultural teams efficiently? Which problems occur for the moderators caused by the diversity of the team?
Methods: The investigation combines qualitative and quantitative linguistic and socio-scientific methods. The design is based on a case study approach in the field with two companies which are compared in a contrastive design.
Results: The multicultural teams can partly not master communicative challenges appropriately. Language policy and linguistic strategies (e.g. German as compulsory language, repetition to ensure comprehension), communicative leadership behavior (inconsiderate use of verbs, paraphrasing of orders) have unexpected impacts on communication (misunderstandings, passiveness, communicative tasks without the requirement to cooperate) and make the communication in the teams more difficult, inefficient and hinder participation. Instructions for instance have to be issued very explicitly, because the moderators cannot rely on a common sense of leadership. Because of different cultural backgrounds indistinct instructions are interpreted differently. Furthermore female moderators experience role conflicts due to the gender role in their culture.
Sylvia Manchen Spoerri works as head of the interdisciplinary department “Living Environment” at the University of Applied Science in Chur (Switzerland). She studied work and organisational psychology and holds a Ph.D. in psychology (leadership) from the University of Konstanz (2000). She is specialised in topics of organisational behaviour such as leadership, communication and cooperation in teams, diversity in organisations, and virtual forms of work. Her research projects follow often a transdisciplinary approach by combining disciplines and including participants as experts in participative project designs. This approach is described in the online working paper: Sylvia Manchen Spoerri/Christiane Hohenstein 2012: Linguistic Diversity in Cooperative Work Processes of Task-Oriented Teams. Winterthur: ZHAW Zurich University of Applied Sciences. (Working Papers in Applied Linguistics 3). Online available here.
Pupils' mobility and intercultural education have been high on the agenda of the European institutions since the Seventies and today a large EU budget is devoted to educational exchanges with the purpose of creating a "Europe of the citizens". Researches have been conducted to assess the relevance of pupils' mobility to promote intercultural learning and special attention will be given by the presenter to Dr. Grove's research in 1983 and Dr. Hammer's research in 2005. Although much progress has been made to acknowledge the worth of pupils' mobility, difficulties still remain within the schools to assess the "results" of an educational experience abroad.
Roberto Ruffino was one of the founders and he is currently the secretary general of Intercultura and of the Intercultura Foundation, the largest non-profit Italian institution promoting pupils' exchanges and intercultural education in secondary high schools in Italy. Intercultura's programs are conducted within the networks of AFS in the world and of EFIL in Europe. Intercultura's operations are based on voluntary work and they include 146 chapters of volunteers all over Italy. Dr. Ruffino holds a philosophy degree from the University of Turin and in 2008 he was awarded an honororary doctorate in education science from the University of Padua. He has been a consultant for the European Commission, the Council of Europe, UNESCO and other organizations in the fields of international and intercultural education.
How do we prepare educators who can work with diverse students whose beliefs, cultures and languages are different from their own? Teacher education students tend to be cross-culturally inexperienced making it difficult for them to effectively address the differentiated needs in today's classrooms. Accreditation agencies highlight the need to meet diversity standards and teacher education programs stress the importance of preparing teacher candidates who can meet the range of needs present in today's schools, including culturally and linguistically diverse needs. Yet finding opportunities for pre-service teachers to experience firsthand this diversity in meaningful ways, while building their cross-cultural competence and pedagogical skills, continues to be a challenge. One option that has been considered is to provide supervised field placements for pre-service teachers in equivalent K-12 schools abroad. It is thought that immersing the teacher candidates in another culture to live and teach, particularly a non English speaking culture, will enable the teacher candidates to experience being the "outsiders" and to become more culturally and linguistically sensitive to the challenges faced daily by many children and their families in our nation's schools. Do these experiences enhance pre-service teachers' cultural competence more than placements in culturally and linguistically diverse schools locally? What program components need to be present to optimize these learning opportunities? To answer these questions we will share our experiences developing a semester long education field experience abroad that addresses accreditation standards, integrates curriculum in our merged elementary special education program and builds on current thinking about the essential components of study aboard experiences to maximize learning; and 2) share our findings regarding the impact of a study abroad practicum experience on our merged elementary special education teacher candidates' personally and professionally; and 3) We will conclude with an examination of the impact of the experience on the Italian pupils and a discussion of the benefits and challenges of this program. We will share recommendations for next steps for continued research.
This session is designed to provide participants with the opportunity to:
• Identify key components of successful study abroad experiences that prepare pre-service teachers to meet the needs of diverse students and their families
• Identify implementation challenges and some strategies to effectively integrate international experiences within teacher education programs
• Consider the personal and professional impact of experiences in diverse US schools compared to experiences in schools abroad
• Consider the impact of the teacher training program on prescribed learning outcomes of the Italian pupils.
Dr. Laura Boynton Hauerwas is the chair of the Elementary Special Education department at Providence College. Along with colleagues, she has helped established two preservice teacher education programs in Europe for undergraduate preservice teachers. Her research interests are in language and literacy learning in at-risk populations, teacher education and special education policy. In the fall semester of 2013 she is the faculty-in-residence in the Providence College Fairfield University Florence teacher education program. She presents often on teacher development and Response to Intervention.Joanne Maddux is the Director of the Fairfield University Florence Program. She works closely with students, parents, faculty and the local community and strives to help students achieve their personal, professional and academic goals. In recent years she has overseen the creation and growth of academic and community engagement initiatives. She has a strong commitment to experiential and service learning and has helped structure the preservice placements for the Providence College teacher education program.
This presentation illustrates a step-by-step implementation of a cultural portfolio project that is consistent with constructivist pedagogies and the perception of culture learning as a process of discovery. The purposes of the cultural portfolio project were to: 1) enhance students English language proficiency; 2) promote overall intercultural competence by researching the target culture and constructing knowledge instead of memorizing cultural facts.
The participants were two groups of students registered in an English intensive reading course taught by the same teacher in a university in mainland China. One was the experimental group with the cultural portfolio project and the other was the comparison group without using the cultural portfolio project. Each student in the experimental group identified a hypothesis about the cultures of inner circle English-speaking countries and their own, conducted open-ended investigations (online search, library search, interviewing native speakers and so on), and finally accepted, modified or rejected their initial hypothesis. In order to demonstrate the students' thinking process, they were asked to compile a portfolio, including journal reports or interview reflections they wrote every two weeks, a final paper and a presentation on what they learned. Data were collected by questionnaire, English proficiency test, classroom observation, oral and written reports. The results showed that there was a significant increase in the linguistic proficiency of the experimental students as compared to comparison students. In addition, most students in the experimental group showed significant enhancement of intercultural competence by moving from an ethnocentric view to respecting cultural differences.
Wenhong Huang (Alice Huang), is affiliated with China Foreign Affairs University, Beijing. She received a Ph.d in applied linguistics and her research interest is intercultural communication and applied linguistics.
In the last years the number of immigrant children attending Italian schools increased and became very representative in kindergarten and primary school. The school irregularity of the immigrant children is reinforced by the lack of knowledge of the language and of social integration. This is influenced by multiple individual and social factors, such as the teacher - parent relationship. Home and school contexts are in reciprocal influence and children's development and integration at school is related to the characteristics of each context and to their interaction. We formulate the hypothesis that parents' and teachers' educational style and personality and their reciprocal relationship play an important role in parent- and teacher-child relationships and in children's social behaviour in the classroom modifying the social climate of the class. If a positive contact among children of different cultures is favoured by the classroom social climate, social integration will be enhanced. The SOFT (School and Family together for the integration of immigrant children) LLP project aims to improve children social integration by interventions on parents and teachers considering the role of different factors: parents' and teachers' attitudes toward immigration, educational and personality styles and child's temperament and attitudes towards immigrant children. A programme of teacher training and coaching of teacher-parent activities, as well as tutoring in classroom activities is foreseen. Considering the two main life contexts of the children and the variables influencing their development may help to plan effective interventions.
Sabine Pirchio is a researcher in Developmental and Educational Psychology at Sapienza University of Rome. Her research interests cover language and communication development in monolingual and bilingual children and in children with atypical development. In particular she works in the field of first, second and foreign language teaching and learning with the Narrative Format model, a psycholinguistic teaching methodology implemented through the acting out of stories by a group of children and teacher. She is the coordinator of the European funded projects "Let's become a bilingual family!" (2010-2012) that proposed the introduction of a new language in the family context, and "School and Family Together for the integration of immigrant children" (2012-2015) with the aim of improving the integration of immigrant children by language learning activities involving parents and teachers. Sabine Pirchio teaches Developmental Psychology to Psychology graduate students and she is the Director of the training courses in Children Language Teaching at Sapienza University.
This session focuses on innovative civic engagement projects in today's multicultural Europe - projects based on dialogue rather than a unidirectional "service." How can such projects work towards equal relations between US students and Europeans, and lead to fruitful exchange drawing on the rich context of multicultural Europe? How can program design seek to overcome and problematize class as well as cultural differences? Speakers will present five projects: CIEE-Paris' "Diplomats of Diversity" project, which links U.S. "volunteers" long-term with a youth club in a low-income, extremely diverse neighborhood, and includes community discussions about solidarity, diversity and race on both sides of the Atlantic; Notre Dame's community-based learning course in which students' study of Irish history is deepened through weekly placements in community organizations in Dublin; the upcoming Rutgers ISL class in which American students will work with an immigrant-rights group and explore multicultural identity in the U.S. and Italy; CIEE-Madrid's "Digital Pen-Pal" project linking Madrid and Minneapolis-area high school students with study-abroad students as facilitators; and SIT-Toulouse's Community Service Projects led by students who support local communities while developing language, cultural and integration skills.
Hannah Taieb is the Resident Director of the Contemporary French Studies program at CIEE-Paris where she has worked since 2001. She teaches Intercultural Communication, taught collaboratively with professors and students at French institutions; Cultural Approaches to Disabilities; and an International Service Learning class, linked to an exchange program with low-income French youth and based on comparing notions of social justice, diversity and race. She also runs yearly Franco-American faculty seminars on diversity in France, including themes like cultural approaches to disability, anti-Semitism and Islamophobia, and religion in prison. She has a Ph.D. in anthropology from New York University; her thesis, concerning women and identity, was based on fieldwork in a middle-sized city in Morocco. After working with a research team in Lyon, Hannah settled permanently in France in 1992, where she became the co-editor of the multilingual, multidisciplinary review, Mediterraneans. She taught intercultural and interpersonal communication at the American University of Paris for several years before entering the field of study abroad.
Isabelle Jaffé, a resident of Toulouse with both American and French citizenship, received her Licence (BA) in French and philosophy and her Master's degree in literature from the University of Paris - La Sorbonne. She has been on the teaching staff of Marymount College (New York) and at the Alliance Française in Los Angeles, California. In France, Ms. Jaffé has taught French and English at several institutes and colleges in Toulouse and Avignon, including working as Supervisory Director for the Centre International d'Etudes et de Loisirs, overseeing the pedagogy of the French language programs, and later for language and culture programs at the Centre d'Etudes Linguistiques d'Avignon. In addition to her academic positions, Ms. Jaffé has worked as a cross-cultural consultant for several firms in the Toulouse area, including Aerospatiale. Ms. Jaffé has published short stories in literary journals in France and has written and produced plays in theaters in Toulouse. Ms. Jaffé was employed as a language instructor and as Assistant Academic Director for the SIT Toulouse Program in the fall of 1997 and the spring of 1998. She has been working as Academic Director in Toulouse since 1998.
Rosie McDowell is the director of International Community-Based Learning Outreach at the Center for Social Concerns of the University of Notre Dame. In this role she collaborates with the Office of International Studies, faculty and staff abroad, and internationally focused units on campus to develop and support community-based learning opportunities for students while studying abroad. McDowell previously co-directed Notre Dame's study abroad program in Angers, France and facilitates home-campus programming on local, national and international justice issues.
Senzeni Steingruber is administrative director of CIEE Study Center in Madrid, Spain. Of Swiss, African and Canadian descent, she presents often on issues of identity and cultural integration. She has written on cultural rights, social capital and immigration and is the professor for CIEE's "Seminar on Living and Learning", an undergraduate course taught at the Carlos III University in Madrid focused on student acquisition of cultural competence. Senzeni has a Bachelor's degree from Harvard University and earned her Master's in European Cultural Planning from De Montfort University (UK).
Gregory Spear is the coordinator for International Service Learning programs in the Center for Global Education at Rutgers, the State University of New Jersey (USA). A native of New Jersey, Greg graduated from Rutgers in 2010 with a B.A. in history. In his role as ISL coordinator, Greg works primarily with university faculty members from a wide range of disciplines on the development of short-term ISL programs from idea to implementation. He also coordinates campus outreach, and advises students from recruitment through reentry. While handling administrative and developmental oversight of International Service Learning at Rutgers, Greg is also completing a Master's degree in global and comparative history. His current research concerns group identity in the early modern Mediterranean, though his more recent academic interests include transnational migration and multicultural identity in the twenty-first century. When not pursuing his professional and academic interests, Greg enjoys traveling to other parts of the US and the world, tasting and preparing new cuisines, trail running, and practicing Italian with native speakers.
From the general observation of the high level of intercultural sensitivity developed by students participating in service-learning, in 2004 the faculty of the International Center for Intercultural Exchange developed an instructional approach called Full-immersion: Culture, Content, Service (FICCS) (Bracci & Filippone 2009). In 2008 the IC faculty designed the Reflective Intercultural Assessment Model (RICA) (Biagi et al. 2012) to measure the unique competence resulting from the use of the FICCS approach: Reflective Intercultural Competence, or RIC (idem). RIC is a competence gained through a structured and guided reflection process; it implies a conscious elaboration of intercultural encounters thus allowing a full engagement of the student. Reflection is a step that is necessary in developing an intercultural sensitivity and the reflective writing course provides the means for students to understand and slowly absorb the C2 in a deep and lasting way through continuous observation, comparison and reflection aimed at intercultural communication. In the reflective writing course students must submit weekly entries (concerning both their studies and their overall experience) and share them as much as possible with their peers during reflective writing sessions. These sessions represent a moment when all intercultural encounters come to light, with the aim of transforming the clash with a second culture into a more complicated but richer perspective. The goal is to develop a reflective consciousness that leads to a deeper engagement and understanding of the host community. This process is monitored through the RICA model. The workshop we propose has the ambition of actively involving the audience as RICA practitioners who will evaluate the development of students' RIC using anonymous student journals and to which they will assign a RIC level.
The core levels of the RICA model are:
Jules Martin Bella Owona: Università per Stranieri di Siena, Degree in teaching of Italian Language and Culture, B.A. in Bilingual Studies French/English and M.A. in English Language Studies (University of Yaounde, Cameroon). Jules is a certified examiner for the proficiency test for Italian language of the Università per Stranieri of Siena (Certificazione di Italiano come Lingua Seconda, CILS). At the International Center for Intercultural Exchange he teaches Italian language and Reflective Writing, he is also involved in directing the upcoming program Siena China Studies, which opens the FICCS approach and methodology to Chinese students. Jules is also actively involved in research and publication efforts of the center.
Lavinia Bracci holds a degree in Translation and Simultaneous Interpreting in German and Russian from the School of Translation and Interpreting (SSIT) in Rome, as well as a specialization in Glotto-technologies and Glotto-didactics from the Università per Stranieri di Siena. She is founder and director of Siena Italian Studies and the International Center for Intercultural Exchange, which hosts a service-learning program of the International Partnership for Service-Learning. Through using service as an instructional tool she invented the FICCS (Full-Immersion: Culture Content and Service) approach to develop reflective intercultural competence and has recently co-authored a text on this approach entitled L'educazione riflessiva interculturale: L'approccio FICCS allo studio della lingua e cultura italiana, along with several other publications on the topic in recent conference proceedings.
The presentation explores issues of representation and identity in an indigenous community in Mexico. The Mayo community constitutes a linguistic and ethnic minority in the state of Sonora, northwestern Mexico. Through textual analysis, this paper explores the current status of Intercultural Bilingual Education (henceforth IBE) in connection with textbooks used in one particular elementary school in the Mayo community. This paper explores the following research question: How are issues of identity and representation conveyed through textbooks under the auspices of Intercultural Bilingual Education in Mexico?
Mexico has gone through different educational reforms and changes in the last decades. One of the most important changes concerning the discussion of IBE was the amendment to Article 4 of the Constitution that stated: "The nation has a pluricultural nature grounded in its original indigenous populations, descendants of those who inhabited our country at the time of colonization and that preserve their social, economic, cultural institutions".
With this amendment in place, Mexico followed UNESCO's recommendations in trying to promote equitable and culturally and linguistically sensitive education to all indigenous children in the country. However, the task has been overwhelmingly daunting, especially in communities like the Mayo, where the language is spoken by a small number of inhabitants. Therefore, this paper examines an important aspect of IBE: The identities and representations of indigenous peoples in the textbooks of grades 5 and 6 in a rural school in the state of Sonora. The presentation will discuss the findings related to this study.
Rebeca Gutierrez Estrada is a Ph.D. candidate from York University in Canada and a full time instructor at the Department of Foreign Languages at the University of Sonora in northwestern Mexico. She teaches at the B.A. in English Language Teaching and is currently the practicum coordinator. Her main research interests focus on Language Policy and Planning in English Language Teaching and minority languages in northern Mexico. She is interested in issues of identity and representation of minority populations in official textbooks and the Media. She has also carried out work that addresses the linguistic and cultural experiences of Mexican students abroad.
Intercultural competence must be understood as a communicative comprehension between diverse symbolic expressions of the world. Each culture consists of a communicative consensus based on the schemes of distinction of their members, which emerges as a language. Thus, language consists of an operational closure of world comprehension where the world represents a cultural embodiment whose substrate is the symbolic communication that is only achieved in and from the usage ambits that it contains. In this context, intercultural competence arises as the capacity of understanding the schemes of distinction of one culture from the schemes of distinction of another culture. These distinction schemes represent a communicative consensus that are expressed from the language in its own reality, and this reality emerges from the symbolic interactions that are used by a culture as limits of reality. This limit is conceptually dealt from the construction of speaker epistemology, which recognizes that a) the known world is constituted as a possibility of communicative consensus, meaning social construction, b) the usage of language produces the social reality that emerges from the limits of self-comprehension that makes it up as a world (culture), c) who experiences the language knows the world of the language, and d) the world for intervention is the world for the speaker and not the speaker's world. In this sense, speaker epistemology potentiates intercultural competence by establishing communicative/comprehensive feedback dynamics between diverse cultures as from the context of the experiential usage of a language and not only as static processes of conceptual translation. These topics will be examined in the context of the usage of Mapudungun, the language of the Mapuche people, which is an ethnic group with a relevant demographic presence in Chile.
Fernando Teiller is sociologist and student of the PhD program Doctorado en Lingüística of the Universidad de Concepción university. His main interest area is the relationship between language and social reality. In this context he has developed comparative studies related to convergence and asymmetry in the conformation of reality between Spanish speakers and Mapudungun speakers. His investigations are focused mainly on linguistic vitality of the Mapudungun language, intercultural competence and cognitive ethnolinguistics. He is actually working in his PhD thesis dealing with the development of the concept Epistemology of the speaker, as a socio-cognitive foundation of the relationship between language, culture and world, exposed in his latest article "Linguistic vitality and epistemology of the speaker", published in the current year in the "Revista de Linguistica Aplicada" Chilean mainstream journal. Fernando Teillier is also principal researcher of the "Centro de Estudios Aplicados Bio" center, dedicated to linguistic anthropology and construction of cultural reality research.
The notion of cultural authenticity is constantly at stake when people from different backgrounds interact. The classroom setting also puts under scrutiny the relationship between learner and teacher, outer-directed and inner-created understanding of national identity markers, and the value of original cultural traits. Where does effective cross-cultural learning reside? How can students operate outside of the classroom as informed messengers of this complex interaction, hence making the most out of their study abroad experience and also leaving a visible mark in the host country?
In this paper we argue that experiential learning becomes the medium for cross-cultural communication as it provides students with a number of acute and ongoing challenges, notably in terms of social cohesion and identity construction. The courses that we teach at The College of Global Studies, at Arcadia University, Rome campus, require students to produce a museum exhibit or a stage performance, bridging theory and practice, and putting them in conversation with an audience comprised of other study-abroad students, the University's faculty and staff, and a general spectatorship. Using examples from specific case studies, we argue that active or experiential learning is seen as part of the acculturation process. During this process the politics of exclusion and inclusion, the role of the student as the "foreigner" in the host culture and cognitive processing play a fundamental role in cross-cultural communication. Experiential learning is examined as it increases student awareness to culturally different modes of behaviour while it recognises the various cultural patterns at work. Experiential learning changes the way students interact with foreign cultures and facilitates cross cultural pedagogy to prepare them for globalised environments while sharpening their formative vocational and intercultural skills.
Dr. Vicky Kynourgiopoulou trained as an archaeologist at Southampton University, UK. Her graduate studies earned her an MA in Cultural Heritage Management from University College London, and a doctorate from Edinburgh University in Architectural History and Urban Planning and Neurology. Dr. Kynourgiopoulou has long academic experience in undergraduate and graduate American and UK programs, like Oxford University and the University of Edinburgh, Stanford and University of Illinois at Urbana-Champaign where she has also created academic programs ranging from Egyptian Archaeology to Cultural Heritage Studies and Museum Management. She is currently a distinguished professor for Cultural Heritage Management and Policy at the University of Illinois at Urbana- Champaign. In addition to her academic work she has also designed adult education seminars on the archaeology of Rome and Athens for Gruppo Arcaeologico Rome and Context Travel.
Since 2003 she has been a consultant for EU and UNESCO heritage projects, where she won the UNESCO conservation award for her management plan of WHS Kasbah in Algeria. She has published extensively in the areas of architectural history, cultural heritage management and conservation and she is currently co-editor of the Global Encyclopedia of Archaeology, World Heritage section of Springer Editions. Dr. Kynourgiopoulou is a book reviewer for several publications on architecture, design and cultural heritage studies. Her archaeological field work concentrates in North Africa and the Middle East where she specializes in sustainable tourism development in underdeveloped countries.
In today’s world, the development and relevance of intercultural communicative competence (ICC) toward ensuring "effective and appropriate" interactions and behaviors when dealing with people from other cultures, is widely acknowledged. Happily, developments in the intercultural field are providing new insights of importance and relevance for international, intercultural educational exchange programs. One such development is increasing clarity regarding concepts of ICC – what it is, how to foster its development, and ways to monitor and measure outcomes.
A recent extensive international research efforted conducted by the Federation EIL (Experiment in International Living) has contributed significantly toward this understanding. This presentation grows out of that study: it identifies indicators of intercultural success and explores the multiple dimensions of ICC -- definitions, characteristics, components, developmental levels, and the significance of second language proficiency for success during intercultural sojourns. Together, these components comprise a range of abilities essential for transcending one's native language, culture, and worldview for success in another.
Finally, this session explores implications of these developments for exchange programs, administrators, educators, trainers, academic leaders, and local community representatives, all in positions to help foster the development of intercultural competence through their collective efforts during orientation, the in-country experience, and beyond – for both sojourners and their hosts
Alvino E. Fantini, Ph.D., holds degrees in anthropology and applied linguistics and has been involved in intercultural communication and language education for over 40 years. He has conducted significant research and published widely including Language Acquisition of a Bilingual Child and New Ways in Teaching Culture. Fantini served on the National Committee to develop Foreign Language Standards for U.S. education, as past president of SIETAR International (Society for Intercultural Education, Training, and Research), and is recipient of its highest award. He is a recent graduate faculty of Matsuyama University in Japan and professor emeritus at the SIT Graduate Institute in Vermont, currently serving as educational consultant to the international exchange organization, The Federation of The Experiment in International Living.
Language in general (and official language in particular) isn't the only means of communication, but is also an important institution in a community's life. In some social circles, some individuals have attributions just because they can communicate "successfully", meanwhile some other individuals are prejudged, because their speech gives you a wrong impression. In the conditions of today's Albanian and with today's evolution of Albanian because of globalization, the model of successful speech sometimes is in conflict with the official norm. So, that creates "a compelling bilingualism" of the society which then creates a deficit in linguistic behavior of the individuals and causes prejudice.
Often language is even an evaluation parameter. But an opinion based only on the speech can be wrong. In this situation of language evolution, is important to improve linguistic politics. So, official language must have a unifying role not only in educational institutions. Official language must eliminate all communicative imparities of the speech and must control all the registers of the speech. Official language must be also "the social norm", because linguistic structures are connected with social structures. So we must analyze every connection between language and culture, language and thinking, language and socializing and all the other external circumstances that interfere in somebody's speech. Only in this way we can achieve a successful process of communication.
Edlira Troplini-Abdurahmani (17/07/1975), From 2009-2012 received the title "Doctor" in the science of language, at the Faculty of Philology and History in Tirana, where she graduated (1995-1999) and has received the scientific title "Master" in linguistics (2003-2005). From 2007-2013, she worked as a professor at the State University "Aleksander Moisiu" in Durres; an activity which has its origins in the years 2001-2004 as literature teacher in high school. From 2004-2007 she emigrated in Italy.
During the years 2007 – 2013 she has participated in several conferences, congresses and seminars at home and abroad, mainly at state universities, Durres, Tirana (Albania), Podgorica (Montenegro), Pristina (Kosovo), Tetovo, Skopje (Macedonia), Rome, Pescara (Italy), Baia Mare (Romania). During this year she expects to announce several other contributions in the field of linguistics, as in Sibari, Rome, Siena (Italy), Pristina (Kosovo) and Tetovo (Macedonia).
In our understanding of the city, based on Georg Herbert Mead's contrastive model of the individual's concept, a city's inhabitants could be divided into groups with numerous methods, based on activities, behaviors, affiliations or rituals. It should be taken into account that any individual's commitment (social, cultural or religious) in a heterogeneous culture could cause changes impossible to predict.
This research covers the suburbs and one of the satellite towns of the capitol of Lower Silesia - Wroclaw. The studies' goal is to answer- culturally, anthropologically and socio-culturally- the following question: how far and how strongly do the cultural matrices of a big Polish city reach? And, more importantly, can the borders of this spreading culture be determined? The main aim of the research is to reconstruct the process of image creation of the city and its inhabitants in "the metropolis" and then the transmission of those images to the suburban reality.
The results of the research will be very useful for politicians, sociologists, culture experts and historians. They will also allow us to gain practical knowledge about the paradigmatic function of culture in a big city and about the level to which these paradigms exist in local (suburban) communities. Another attribute of the studies will be to determine their continuity in both areas.
Patrycja Rozbicka has a degree from the University of Wroclaw, Department of Journalism and Social Communication and is currently pursuing a PhD in the Philological Department at the University of Wroclaw. She is an assistant in a Media Anthropology Lab as well as in a Message Center Study founded in 2012 by the Institute of Journalism and Social Communication, as well as an active member of the African Association and European Society for Research on the Education of Adults, network on Migration, Ethnicity, Racism, and Xenophobia. She specializes in the areas of intercultural relations, multiculturalism and ethnic integration (migrations) and conducts classes of Multicultural Education and Learning Cultures with Erasmus students at the Department of Pedagogy in the University of Lower Silesia in Wroclaw. Since 2012 she has been lecturing at the Institute of Journalism and Social Communication in the University of Wroclaw on the Multiculturalism Lab, Interdepartmental Workshop of Words and Images, and Pop culture Semiotics.
Leszek Pulka, PhD, is a professor at the University of Wroclaw at the Institute of Journalism and Communication and manager of the Media Anthropology Lab as well as Message-Center Study. Prof. Pulka has been a lecturer at the Universitat in Greifswald (Germany) as well as at Lettere e Filosofia dell'Universita degli Studi di Firenze in Florence (Italy) and has published extensively since 1992 including a critically acclaimed book "Wroclaw with taste" (recognized by prof. Gwozdz and Suliman for the study of cultural anthropology), which was nominated for a Polish Culinary Oscar (2003). Prof. Pulka has worked as an author of many programs with Polish Television (TVP), Polish Radio, Eska Radio, etc. creating programs and hearings like: "I want to know," "Prison talk," "What are you talking about."
Italian public schools have witnessed a constant increase in foreign student enrolment following the general upward trend in immigration. This poster session illustrates how a middle school in the province of Pavia, Lombardy (the G. Plana State Middle School in Voghera) is coping with this wave of immigration and how much still needs to be done. Over 10 per cent of the total town population are foreign citizens, and there is often an even higher percentage of foreign students enrolled in this middle school every year. The challenge originates both in the number and in the diversity of the school's foreign population: twenty-three countries were represented in the last school year. The school tries to meet the challenge in different ways. The dwindling funds it receives from the region are mostly used to finance both Italian crash courses for very recent immigrants and consolidation courses to help foreign students refine their linguistic abilities. A small part of the funds support activities aimed at the integration of the students' families (multilingual brochures, parent-teacher meetings with the presence of an interpreter). Finally, the school administration and teaching staff have established a protocol to help integrate foreign students and allow for personalized evaluation procedures. The school's response to the problem is barely sufficient to cope with emergency situations and is not yet capable of fostering a real multicultural environment where diversity can become an asset and the integration process can be extended to the broader community.
Bruna Inglese is a tenured English language teacher with a passion for intercultural exchange and communication across cultures. She graduated in Foreign Languages and Literatures from the Catholic University in Milan. After a few years of corporate work in the marketing sector, she moved to the United States to earn her Master's degree in Rhetoric and Technical Communication with a specialization in intercultural communication from Michigan Technological University. In 2009 she earned a diploma in International Cooperation and Development from the ISPI Institute in Milan. Bruna has been a tenured teacher in Italian state schools since 1999, teaching English language and culture. She has been in charge of foreign student-related issues at her school and has helped develop the school's protocol about foreign in-coming students. Since 2010 Bruna has organized US-based language and culture courses for Italian students with the agency 'I Viaggi di Tels'. She is also the Italian consultant for the Overseas Project, a part of the Cultural Immersion Projects of Indiana University, and has been in charge of placements of American student-teachers in Italian schools.
Silvia Ferrari is a tenured teacher in Italian schools. She graduated in Foreign Languages and Literatures from the Catholic University in Milan and pursued a specialization in Special Education. Silvia has attended several courses on language and literature teaching, planning and evaluation as well as special education. After a brief experience in the private sector where she worked in the field of market research, she has taught languages and special education in private and public schools.
Facilitating communication between foreign languages and cultures has always been her main area of interest: Silvia has collaborated with travel agencies and accompanied students in study holidays abroad. More recently, she has been a member of the team in charge of foreign student-related issues and has supervised the work of language coaches for immigrant students at her current school.
The main aim of the Centre for Intercultural Studies, established at the Department of Educational Science at the University of Verona in 1998 and directed by Professor Agostino Portera, is to promote scientific researches mainly in the field of education in a pluralist and multicultural society. The distinctive goals of the Centre include research and support in the field of intercultural education, teacher training, counselling, intercultural communication, developing intercultural competences, management and mediation, conflict management, not only in schools, but also in the field business, healthcare, social work and law. In order to achieve its goals, the Centre operates in collaboration with several institutions and associations, both national and international, and with well known scholars. It also cooperates closely with the IAIE (International Association for Intercultural Education), NAME (National Association of Multicultural Education), UNESCO and other organisations. The Centre has also promoted several conferences, workshops, seminaries and international (action) research projects. Among the most significant projects are: "Intercultural Competence in Different Social Contexts” developed within the National Interest Research Project (PRIN 2010-2012); "The Intercultural Competences: Theoretical Models and Training Methodologies”; the Comenius Project (2010-2013) "RICK’S Cafè: Recreating Inter-cultural and International Competences and Knowledge Spaces”, in which we are working on an assessment tool to determine cultural readiness for intercultural change at the organizational level in schools (Readiness for Intercultural Change Model - RICM). Finally, for many years the Centre has been organizing an E-learning one-year Master’s degree in Intercultural Competence and Conflict Management catering to the educational, business, health care and mass media sectors and in cooperation with different Italian and foreign institutions.
Marta Milani is a PhD Student studying Education and Lifelong Learning at the University of Verona where she is also involved in research (especially European projects within the Lifelong Learning Programme) and educational consulting at the Centre for Intercultural Studies at the University of Verona headed by professor Agostino Portera. She is a member of the Cooperative Learning Group Study-Training-Research directed by Dr. Stefania Lamberti where she works as a vocational training expert. She co-authored the book "Cooperative Learning in CLIL Contexts. Teacher’s Guide for Primary and Secondary Schools” (QuiEdit 2012) and she edited the Italian translation of Johnson D. W. & Johnson R.’s book "Teaching students to be peacemakers” (Intercation Book Company, 1995).
Tennessee Technological University (TTU) is developing a broad and multifaceted travel-abroad program for student engagement with other cultures. Of the 8 - 10 travel-abroad groups this year at TTU, one is focused specifically on service-learning. Two professors and 28 students traveled to Dominican Republic for 11 days from January 1- 11, 2013, to conduct a service-learning project with an orphanage and expose TTU students to "volun-tourism." Names, clothes, and shoe sizes of male orphans were provided to students prior to travel. Students brought items specific for "their" orphan, plus school supplies, toys, games and food items. Additionally, paint and paint supplies were purchased, funded by Rotary International, a large service organization, and much of the inside and exterior of the orphanage was painted by TTU students and later on by the older orphans. A pre- and post-travel 33 item questionnaire plus 4 open responses were administered. Results show the experience had significant impact on numerous variables. Of the 28 TTU travelers, 27 filed both questionnaires. Selected post-travel comments included: "the kids had very little, but yet they had everything because they really loved each other;" and "I am going to do all I can to help others just by volunteering and getting involved more in community projects and things." While most travel-abroad trips have difficulty having the minimum number of 15 students to sign-up, we had over 60 requests for applications and took 28 students. Current plans are to work through Rotary in Lima, Peru for next January in another vloun-tourism.
C. Pat Bagley is Founding Dean, College of Agricultural and Human Sciences at Tennessee Technological University in Cookeville, TN. Bagley has authored or co-authored over 100 referred publications and over 400 publications. He has been on seven university travel-abroad programs with students to Mexico and Dominican Republic. Students on these programs conduct service-learning projects that engage them with the culture and society of the country. Groups visit orphanages and schools, as well as markets, tourist sites, and museums. Bagley is active in numerous agencies that focus on service to the community. Currently, Bagley is working with Dr. Ennis to sustain a 5-year interdisciplinary service-learning project in the Dominican Republic.
Theresa R. Ennis works as the Director of University Assessment for Tennessee Tech University in Cookeville, TN. Ennis has been using Service Learning in courses for 10 years. The founding director of the University Service Learning Center, Ennis established policies, procedures, and resources for faculty and students in civic engagement, service-learning, and community service projects. She recruited approximately 80 non-profit agencies in the community for student service projects and developed a data tracking system for the TN Campus Compact that plans for civic engagement, service learning, and community service in higher education. Currently, Ennis is working with Dr. Bagley to sustain a 5 year interdisciplinary service-learning project in the Dominican Republic.
This study investigates cultural prototypical metaphors of both Persian EFL and native English students toward the concept of "self." In this regard both groups of students were required to suggest their own (cultural) conceptual metaphor toward "self" in a prompt such as "self is like …" data were analyzed according to the Prototype theory of Lakoff (1987) but since Lakoff did not offer a tangible and practical technique for an in-depth analysis of students' conceptual metaphors the researcher used Grounded theory to support firmer data analysis and results. Thus the results indicated that cultural prototypical metaphors of Persian EFL and native English students were almost opposite each other in the way that Persian EFL students became grounded in a vertical (authority-obedient) culture while native English students became grounded in a horizontal culture, proving this claim that Persian EFL students grew up in a collectivist society and native English students in an individualistic society.
Susan Ghaffaryan is currently a MA student in TEFL (Teaching English as a Foreign Language), at the University of Kashan, Iran. This article is part of her thesis titled "Metaphors We Believe By" (inspired by Lakoff and Johnson's unique work "Metaphors We Live By"). Her thesis holds a unique type of implicit comparison between native English students' worldview and that of Persian Muslim ones in order to raise intercultural awareness between these two seemingly different groups especially letting the English language learners in Iran see the difference between Assimilation and Accommodation (Piaget's theory) in facing the new culture.
Nowadays the main institutional sphere of rapprochement of cultures lies within the professional activity of people. Cultural misunderstanding and cultural conflicts painfully interfere with business and professional communication and hit its participants. The task of researchers is to present modern approaches to business and intercultural professional communication in the aspect of rapprochement of cultures, to offer innovative models of such communication. The paper highlights the main types and forms of communication management and the ways for forming linguistic and communicative institutional balance in the process of efficient realization of intercultural managerial competence. It is hardly possible to overestimate the importance as well as necessity of foreign language expertise in the modern multipolar, multicultural and multilingual world. New challenges of the modern global economy require foreign language expertise among politicians, economists and businessmen and provide for effective cooperation and at the same time make it possible to protect the interests of one's own business and country as well as to compete effectively.
We assume that the Russian academic interest is caused by determining a new educational position in the process of forming a new managerial generation, which is ready to communicate and manage efficiently in open economics and develop direct business contacts with international companies.
Dr. Augustina Zinovieva is the Director of Institute of Foreign Languages at the State University of Management, and a member of the Russian Association of Rhetoric Teachers. She was presented with the 'Honour Award of Russia' Ministry of Education. Zinovieva has participated in many International conferences including: "The Russian Word and the Russian Language in the World" in Bulgaria; 'International Forum on Research, Theories, and Best Practices' in Washington D.C; 'Rhetoric and Cultural Speaking for Realization of national projects.' XII International Scientific conference on Rhetoric; 'Culture, Communication and Adaptation in Global Context'-The 16 IAICS Conference 2010, in Guangzhou China, and many others. Her main research interests are Intercultural Communication, Intercultural Management, Business Rhetoric, and Governmental Policy in University Education.
Last period of time a humanitarian approach to technical education has become very actual. More and more humanitarian disciplines are being introduced into the teaching of high schools. The Language for Special Purposes is being developed as well. Philology, fiction, and literary criticism are essential components of human knowledge, a large stock of spiritual mankind's experience. But if in linguistics studying we have successful results there is much to be done in literary criticism. Can our specialists speak in English about art? Nevertheless, every philologist should speak the language of literary criticism, should know its terminology as the most essential part of its language, and should teach it to our students. The terminology of literary criticism is a specific lexical part of the English language, bearing rich historical and cultural information. And it is possible to evaluate meanings and overtones of literary terms even if you take into account various factors of a language development. One of the essential aspects of this problem deals with studying the connotative character of a literary-critical term. And it is an important aspect of terminological research that has not yet been properly investigated.
It is generally assumed that terms unlike words of the general language are unemotional linguistic units deprived by definition of all emotional-evaluative overtones. This sweeping generalization cannot however be allowed to include, without reservation, the terms of humanitarian sciences.
The conclusion has required a complete reorientation of terminological research: it is no longer the exact scientific content of terms that comes first but the specific connotative aura which so clearly comes to the fore the moment we turn to the functional aspect of our material.
Dr. Larissa Bukovskaya is a professor at the Institute of Foreign Languages of the State University of Management in Moscow. She has published numerous articles on linguistic-cultural aspects of foreign language teaching and cross-cultural communications in conference proceedings in both Europe and Asia.
The Center for Intercultural Psychology and Education (CIPE) was founded in 2005 as an independent institute of the Faculty of Education and Psychology at ELTE University (Budapest, Hungary), engaged in both education and interdisciplinary research. Its goal is to study multi- and intercultural issues and to promote the integration of research findings into the training and education of students. Multi / intercultural issues have become increasingly significant in political, social, cultural and everyday life due to processes related to globalization, continuous social changes and the changing cultural and educational scene. Cultural awareness has become an essential part of being a true professional. To meet the need for experts, the Center launched its first MA Program in Intercultural Psychology and Education in 2009, in English from 2013.
The Program provides knowledge about the multifaceted nature of intercultural issues and multi/interculturalism by means of multidisciplinary approach, including anthropology, sociology, psychology and education. Courses are based on the latest researches, and students are given opportunities to test and apply their theoretical knowledge in practical situations. The Program prepares students to understand, and effectively work with, culturally diverse populations in different institutions and in different settings, ranging from small communities to multinational corporations.
Current research of the Center: Identity at the crossroads of culture (Lan Anh Nguyen Luu CSc) - seeks for the association between acculturation and age, success in school, quality of peer relationships and ethnic identity.Teachers intercultural views and their influence on classroom management (János Győri Ph.D.) – aims to show whether teachers’ interculturality related beliefs are reflected, and how are these beliefs manifested in their classroom practices.
Judit Végh is currently an MA student in Intercultural Psychology and Education at the University of ELTE, Hungary. She is also member of the Migration Working group at the European University Institute, Italy. She works as an international HR expert with a main focus on international collaborations, global network development and intercultural exchange. She has also been involved in projects supported by The Social Renewal Operational Program, contributing to the achievement of the expansion of employment, and by the European Social Fund, ensuring fairer job opportunities for all EU citizens. Her main research interests are intercultural competence, intercultural management, success of global leadership and expatriate effectiveness.
Nowadays the global city concept as an evolving system with its networks, exchanges, internal divisions and external connections, highlights the discussion on multiculturalism, referring to relations among groups of people from various contexts, in particular minorities, residing in the same place, but keeping peculiarities of their own group.
The modern city becomes a container of new relationships, where differences are constantly negotiated and outlined, reflecting the unequal power involved, where everyone brings their own history, while offering opportunities for identification or exclusion in the context of fluid and dynamic social conflict.
Urban tissue is increasingly focused on interactions among people from several cultures living together while maintaining their own identity. At the same time, social tissue appears no more as an individuals’ community, but better as a union of communities, where there are problems of coexistence, disruption, displacement and racism on hybrid and fragmented territories where individual is in a state of absolute need of identification, communion and sense of belonging.
Such a view observation shows all criticisms resulting from standardization process of different cultures and lack of peoples integration. Through the analysis of existing examples, the objective of this research is to propose new forms of multicultural cohabitation based on rules of Co-Housing, the phenomenon developed in Scandinavia in the Sixties, then spread in Denmark, Sweden, the Netherlands, England, United States, Canada, Australia, Japan and more recently in Italy.
Converti Fabio, Architect, specializing in Restoration of Monuments, is Professor of Architectural Design at the Faculty of Architecture "Luigi Vanvitelli" of the Second University of Naples. His research has been directed to the study and detection of specific architectures and urban contexts of historical interest, the history of architectural design, surveying and project to the history of methods for detection and mapping. And 'the author of numerous essays national, and international volumes about the design, analysis, architecture and urbanism.
Many current conceptualisations of intercultural competence are somewhat narrow, with the primary focus being on intercultural communicative competence. They also often underestimate the complexity of culture. I will argue that a broader understanding of intercultural competence is required to capture the type of competence that is needed for individuals to live together harmoniously within culturally diverse societies in a spirit of mutual understanding, tolerance and respect. I will also argue that we need to move to a more complex conceptualisation of culture, one which captures the notions that all people participate in multiple cultures, that the ways in which people participate in their various cultures is context-dependent and fluid, that people’s multiple cultural affiliations intersect and interact with each other, and that all cultures are internally variable, diverse and heterogeneous. The implications of such a view of culture will be explored in this talk. In particular, it will be suggested that intercultural competence needs to be defined in psychological terms. I will discuss the conditions under which cultural differences become perceptually salient to individuals, and the psychological and behavioural resources which are required for understanding and respecting people who are perceived to be culturally different from oneself and for establishing positive and constructive relationships with such people. I will offer some reflections on the implications of this psychological perspective on intercultural competence, outline some of the research challenges which it presents, comment on how educational systems need to be harnessed to equip citizens with this competence, and explore how psychological research can contribute to this goal.
Martyn Barrett is Emeritus Professor of Psychology at the University of Surrey, UK. He obtained his degrees from the Universities of Cambridge and Sussex. He is a developmental and social psychologist but has a strong commitment to multidisciplinary research, and is currently working with political scientists, sociologists, educationalists and policy analysts. He works on the development of intercultural competence; children’s national and ethnic enculturation; the identifications and cultural practices of ethnic minority, mixed-heritage and ethnic majority individuals; the development of prejudice, stereotyping and intergroup attitudes; and the development of political cognition, civic attitudes and active citizenship.
Recent books include Children’s Knowledge, Beliefs and Feelings about Nations and National Groups (2007, Psychology Press), Advancing Multiculturalism, Post 7/7 (2008, Cambridge Scholars Publishing), Nationalism, Ethnicity, Citizenship (2011, Cambridge Scholars Publishing), Multiculturalism and Interculturalism: Similarities and Differences (in press, Council of Europe), and Political and Civic Engagement: Multidisciplinary Perspectives (in press, Routledge). Over the years, he has received numerous research grants from the ESRC, the European Commission, the Nuffield Foundation, the Leverhulme Trust, and various other bodies.
From 2009-2012, he led an FP7 project funded by the European Commission entitled Processes Influencing Democratic Ownership and Participation (PIDOP). He also works as an expert for the Council of Europe on the development of intercultural competence, and helped to develop the Autobiography of Intercultural Encounters (2009, Council of Europe) and the Autobiography of Intercultural Encounters through Visual Media (in press, Council of Europe). He is a Fellow of the British Psychological Society and an Academician of the Academy of Social Sciences.
- See more at: http://www.surrey.ac.uk/psychology/people/prof_martyn_barrett/#sthash.LyHyzxQf.dpuf
In the first part of our talk, we present "Prime Persone: racconti di altri mondi in terra di Siena" a project for the social inclusion of young immigrants which has been carried out in Siena since 2010/2011 from cultural associations "La Corte dei Miracoli" and "Paesaggi di Famiglia".
One of the main goals of the project is to intervene in the sense of "social uprootedness" which can negatively interfere with the development of capabilities of young immigrants and to favor relations both with peers and with social agents of the territory. The project has enhanced L2 competences through artistic activities (movie, photo, rap, and break dance) and it has offered to young immigrants and natives the possibility to wide their expressive abilities and to live and organize their own "social space".
As a matter of fact, Italian L2 competence of young immigrants should go beyond both BICS and CALP insofar as language represents one of the main means of achieving social relations, as well as having access to "equal opportunities". It represents one tool for defining one's own identity, which, starting from monolingual and monocultural, becomes complex and multifaceted.
In the second part of the talk, we comment some of the products realized during the labs (multilingual song, video clip and short movie) and we present as they can be further used in Italian L2 study abroad programs to enhance both linguistic competence and socio cultural knowledge of the L2 Country. Samples of didactics materials will be shown and commented.
Giulia Isabella Grosso : PhD candidate at Università per Stranieri di Siena, M.A. in Linguistics & Intercultural Communication, with a didactic focus. Giulia holds the DITALS specialization in teaching Italian as a second language from the Università per Stranieri di Siena. She has worked as well as an Italian L2 teacher for immigrants at the Associazione Corte dei Miracoli of Siena, in primary and secondary schools of Siena. She works as well as member of the Coordinamento of the Italian teachers at the Scuola di Lingua e Cultura Italiana per Cittadini Immigrati located at the Corte dei Miracoli Association, where she has also authored and run several projects, among which "Lingua e cittadinanza per donne immigrate" a project devoted to immigrant women. for the last two years, and has co -authored the project "Scuola di Cittadinanza" during last year. Her current research is about intercultural communication in Italian as lingua franca at the workplace.
Ida Ferrari teaches Italian Language and Culture courses. She works with Study Abroad students at Cet Siena and with adult and young immigrants at the Associazione Corte dei Miracoli of Siena and in secondary schools of Siena. She has been Member of the Coordinamento of the Italian L2 teachers at the Associazione Corte dei Miracoli where she has co-authored and run several projects for young and adult immigrants among which "Impariamo l'italiano" for children in primary schools and "A scuola di cittadinanza" for adult immigrants. She holds a PhD in Linguistics (Universities of Firenze/Siena): she has worked on the acquisition of clitics in Italian by Italian-German bilingual children and on the acquisition of monosyllabic prepositions by Italian monolingual children. She also holds the specialization in teaching Italian as a second language (Università per Stranieri di
Siena): for her specialization thesis she developed a syllabus and samples of didactics material concerning the current regulations of work for immigrant workers.
The objective of this workshop is to allow participants to experience how a "normal" gesture can change across different cultures (therefore difficult to understand outside the culture itself) by using a piece of literature to approach this subject in training or consultancy situations. The tools will be pieces of literature and the storytelling approach.
The participants will be given text telling a story of welcoming, taken from a literature masterpiece. The participants will read it (a couple of pages) and each of them will tell how he/she welcomes a new person. E.g. in which room, how many people, expressing feelings or not, shortly or not, in a specific daytime or not, doing and telling what, in a private or in a public situation, using which kind of language or tools, which kind of rituals, which dress code, etc. Through the differences we'll explain cultures and the use of literature as a tool to make them come to light.
Literature pieces are selected from the booklet prepared by Sietar Italia as a tool for trainers.
Cristina Volpi is a coach and management trainer with a degree in Architecture, an MBA in management and a 2 level Master in Coaching. She currently serves also as President of Sietar Italia. She has worked in large and small companies, based both in Italy and abroad and focuses her work on easing the change in behaviors where a gap can appear between people and their organization, personal and professional goals, or owned and desired skills. In most of these situations intercultural communication is the field where the solution can be found. She has published several books and articles, some of which are crime novels based on financial or managerial tricks.
In the era of Globalization the trade of goods and capitals can freely cross national borders without any bureaucratic or physical obstacles. On the contrary people undergo a variety of restrictions. The Schengen Treaty, the international agreement established for non-communitarian citizens, dictates rigid entry rules in order to protect the continental borders, defined as a sort of Fortress Europe in which only Europeans can freely circulate. This has created a huge disparity between communitarian and extra communitarian citizens with a significant sociological transformation in terms of language and European mentality. A new cultural dichotomy has been generated between citizen and foreigner, European and non-European, legal and illegal, person and non-person, ethnocentrism versus ethnorelativism. In Italy for instance, the current informal expression extracomunitario (non communitarian citizen) means essentially not only one from outside the European borders but a black migrant coming from North Africa: namely poor, miserable, tribal, inferior. The paper will analyse how a restrictive legislation can transform linguistic expressions and words. On the contrary, the Gospel of Consumerism spreading all over the world as a universal religion preaches a neoliberal freedom of commercial goods or virtual capitals beyond any national border with unlimited access in any market. Therefore, while neo-liberalism with its fiscal and commercial advantages, enables trade to have a quiet and smooth life, for human beings the worse forms of protectionism have been applied. Who are the immigrants? Are they really intruders? Are they non-persons?
This paper will explore the controversial fight of living people versus commercial goods, solid-strict borders versus liquid-soft borders, local versus global, wealthy populations versus poor countries, intercultural winners versus intercultural losers. This paper will also explore the original sin of the Schengen Treaty, the root of European Union ambiguity: a market community before being converted in a vaguely defined multilevel political entity with an improvised currency. Is the multicultural European dream of Unity in diversity declining before its kick off?
Alfonso Casella: Università degli Studi di Siena: Degree in Law with specialization on the History of the Italian Legal System. In addition to teaching, Alfonso Diego Casella works as a free-lance journalist for a local newspaper. Alfonso currently works at Siena Italian Studies/International Center for Intercultural Exchange in Siena. In the past he collaborated in London with Istituto Italiano di Cultura. He also attended a master in European Studies in Strasbourg (Universitè Robert Schuman – Ecole des Hautes études Europeénnes) collaborating at same time with the European Parliament in France. In 2008 he published a novel, Cicoria, which has received critical acclaim; his latest book, Zero al 100%, was published in 2010.
SUNY Geneseo Humanities professors Wes Kennison and Glenn McClure explore intercultural competence through reading great books of the Western tradition around the world. What do we learn by reading a book in its indigenous location? For example, what do we learn by reading Sophocles' Antigone in the Athenian theater of Dionysius? What do we learn by reading a book from a completely different cultural perspective? For example, what happens when we read Alexis de Tocqueville's Democracy in America in country like Ghana? Like Tocqueville's America of 1831, today's Ghana is a young democracy that declared its independence from England about 50 years ago. This presentation will explore the strategies, challenges and pedagogical benefits of intercultural readings of great books in both study abroad settings and globally networked instructional environment.
Wes Kennison is Faculty Fellow for the Office of International Programs, teaches Literature, Latin language and Humanities at SUNY Geneseo. Wes has worked to foster long-term partnerships between Geneseo and various communities throughout the world. Most recently, he has led students to Haiti and Nicaragua for Service Learning and General Education Studies in the Humanities. Unique to these initiatives is the notion of teaching great books in the developing world. Wes has a keen interest in the history of medieval mysticism in Italy and travels frequently to Siena in Tuscany.
Dr. Becky Lewis is Assistant Provost for International Programs at SUNY Geneseo, administering more than 40 study abroad programs in 15 countries, as well as bringing in matriculated international students from 32 countries. In her time at Geneseo she has also worked in the School of Education, coordinating the national accreditation process, and in the Office of the Dean of the College. Her academic background is in the social and philosophical foundations of education, with a focus on imagination and dialogue in teaching and learning.
Glenn McClure is a composer and Arts Integration Consultant. He currently serves as an adjunct faculty member at the Eastman School of Music and at SUNY Geneseo. Mr. McClure's work was featured by the St. Olaf Choir at the culminating concert of the World Symposium of Choral Music. His oratorio, "The Starry Messenger" was featured on National Public Radio's "All Things Considered." Mr. McClure's main compositional interest lies in the mixing of classical music with ethnic music traditions. Mr. McClure is a two-time recipient of the prestigious Continental Harmony Commission by the American Composers Forum. Mr. McClure is also a passionate advocate for the integration of the Arts into the education of children.
With today's global socio-political and economic interdependence, universities and professional learning organizations are including internationalization and intercultural competence in their mission statements and strategic plans. As such, educators are reshaping learning experiences to prepare adult professional students for cross-cultural collaboration and socially responsible careers. Framed through cosmopolitanism (Appiah, 2006), this study aimed to investigate participants' sense and development of global citizenship through engagement in an innovative European itinerant master's degree program. This professional program was organized around a unique educational formula that included international students, practicing professionals, professors, and tutors interacting in collaborative workshops across multiple international locations. The examination of participant experiences and cultural-educational contexts of this program's community of practice provides important insight into adult global citizenship development and cosmopolitan, intercultural instruction. Our session will first describe the program, research project, and findings. Subsequently, we will discuss how intercultural education and training can facilitate adult learning to develop global citizenship, to value and design for the relational and physical nature of cross-cultural study abroad, and to build comparative and collaborative professional skills and production into cosmopolitan graduate and professional programs.
Joellen E. Coryell, PhD is Assistant Professor of adult, professional, and community education at Texas State University. Her research focuses on international cross-cultural adult and higher education including adult study abroad, capacity-building in international education aid programs, adult second and foreign language acquisition, higher education internationalization, and graduate student research development.
Oleksandra Sehin is an instructional assistant and doctoral student in adult, professional, and community education at Texas State-San Marcos. Her research interests include international and multicultural education, measuring and assessing internalization efforts in adult and higher education institutions, students' mobility, and impact of international adult students on campus culture.
B.J. Spencer is a registered architect, a senior lecturer of architectural design and construction processes in the department of Engineering Technology, and a doctoral student in adult, professional, and community education at Texas State University-San Marcos. Her research interests include architectural and professional education, study abroad, international education of architects, education in online and virtual environments, building information management, and sustainable construction practices.