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Intercultural competence of university teachers: a challenge of internationalization

, S. (2014). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing. Byram, M., Barrett, M., Ipgrave, J., Jackson, R., & Méndez García, M.C. (2009). Autobiography of intercultural encounters: Context, concepts and theories. Strasbourg, France: Council of Europe Publishing. Retrieved from https://www.coe.int/t/dg4/autobiography/source/aie_en/aie_context_concepts_and_theories_en.pdf . Caruana, V. (2011). Internationalisation and diversity: Exploding myths and making connections. Discovering Pathways for

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Internationalization of Universities and Teacher Preparation for the 21st Century

). Tools for measuring global competence in future teachers . Retrieved from http://goo.gl/cBkOQJ Kasáčová, B. (2005). Reflexívna výučba a reflexia v učiteľskej príprave . Banská Bystrica : PF UMB. Knight, J. (2003). Internationalization of Higher Education. Practices and Prioritie s: 2003 IAU Survey Report. Retrieved from http://goo.gl/Bw9kaL Koťa, J. (2007). Učitelství jako povolání. In Vališová, A. & Kasíková, H. a kol.: Pedagogika pro učitele. Praha: Grada, 15-26. Kurincová, V. (2010). Katedra pedagogiky PF UKF v Nitre v

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English Medium-Instruction as a Way to Internationalization of Higher Education in Kazakhstan: An Opinion Survey in the Innovative University of Eurasia

%20-%20Cover%20option_3%20FINAL_Web.pdf . Accessed 12 April 2014. Doiz, Aintzane, et al. “Internationalization, Multilingualism and English-Medium Instruction.” World Englishes , vol. 30, no. 3, 2011, pp. 345-59. Doiz, Aintzane, et al., editors. English-Medium Instruction at Universities. Global Challenges . Multilingual Matters, 2013. Graddol, David. English Next. Why Global English May Mean the End of ‘English as a Foreign Language. The British Council, 2006, www.britishcouncil.org/learning-research-english-next.pdf3 . Accessed 13 January

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Nowe Derywaty Jako Wymierne Skutki Zróżnicowanych Oddziaływań Zapożyczeń Leksykalnych Na Słowotwórstwo Polszczyzny XXI W.

Abstract

The article attempts to provide an answer to the questions concerning dimensions and aspects of morphological phenomena which result from the internationalization of the Polish lexicon both at the turn of the 20th and 21th centuries and in recent years. The main objective of the paper is to prove that (i) under the influence of new borrowings, new meanings are created in the newly “transplanted” forms; (ii) new composite expressions become more dominant; (iii) the scope of new hybrid lexical items broadens. A current tendency to undergo internationalization is viewed here as being inextricably bound up with “linguistic globalization” processes, which finds its confirmation in modern European languages, Slavic languages included.

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Relation between International and Original Words in a Metamorphosis of Time

Vzťah internacionálnych a domácich slov v premenách času

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Orientations towards English among English-medium Instruction Students

: Global Challenges. (pp. 131-150). Bristol: Multilingual Matters. Shohamy, Elana. 2006. Language policy: Hidden agendas and new approaches. London: Routledge. Spolsky, Bernard. 2004. Language policy. Cambridge: Cambridge University Press. Timmis, Ivor 2002. Native-speaker norms and International English : a classroom view. ELT Journal, 56, 240–249. Turner, Yvonne, & Sue Robson. 2008. Internationalizing the university. London: Continuum. Wächter, Bern & Friedhelm Maiworm. 2008. English

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Exploring language attitudes in ELF research: Contrasting approaches in conversation

. Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press. Maxwell, Joseph A. & Barbara A. Miller. 2008. Categorizing and connecting strategies in qualitative data analysis. In Sharlene Nagy Hesse-Biber & Patricia Leavy (eds.), Handbook of emergent methods, 461-477. London: Guilford. McKenzie, Robert M. & Alexander Gilmore. 2017. “The people who are out of ‘right’ English”: Japanese university students’ social evaluations of English language diversity and the internationalisation of Japanese higher

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A cross cultural analysis of conjuncts as indicators of the interaction and negotiation of meaning in research articles

Abstract

The role of English as a global lingua franca of academia has become indisputable in the on-going process of internationalization of all scholarship, even though the majority of writers and readers of academic texts are non-native speakers of English. Thus it is questionable whether there is any justification for imposing on international academic communication written in English the style conventions typical of the dominant Anglophone discourse community. Recommendations usually comprise qualities such as clarity, economy, linearity and precision in communication (cf. Bennett, 2015), which can be achieved, among other means, by certain overt guiding signals including conjuncts (Quirk et al., 1985).

Accordingly, the aim of this paper is to reveal cross-cultural variation in the use of these important text-organizing means as it is believed that conjuncts can enhance the interaction and negotiation of meaning between the author and prospective readers of academic texts. The paper explores which semantic relations holding between parts of a text tend to be expressed overtly by conjuncts and which semantic classes, such as appositive, contrastive/concessive, listing and resultive conjuncts, contribute most to the interactive and dialogic nature of written academic discourse. The data are taken from research articles (RAs) selected from two journals, one representing academic discourse written by native speakers of English (Applied Linguistics) and the other representing academic texts written in English by Czech and Slovak scholars (Discourse and Interaction).

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Chinese and Saudi English Language Education Policies: A World System Perspective

-376. Lam, A. 2005. Language Education in China: Policy and Experience from 1949. Hong Kong: Hong Kong University Press. McKay, S. L., & Bokhorst-Heng, W. D. 2008. International English in its sociolinguist contexts: towards a socially sensitive EIL pedagogy. London: Routledge. Mok, K.H. 2007. ‘Questing for internationalization of universities in Asia: critical reflections’ in Journal of Studies in International Education. 11/3/4, pp. 433-454. Niblock, Tim. 2006. Saudi Arabia: Power, Legitimacy and Survival. New York

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Fostering Intercultural Competence of Students during Translation Classes at the John Paul II Catholic University of Lublin

portfolio voor interculturele competenties. Zoektocht naar een referentiekader interculturele communicatie.” Mores 6: 15-20. 23 May 2015. <http://www.prosper.ro/EuroIntegrELP/materiale%20pentru%20site%20EuroIntegrELP_12%20sept/Articles/NL_KdG_Article_Mores.pdf>. Deardorff, D.K. 2006. “Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization of Higher Education in the United States.” Journal of Studies in International Education 10(3): 241-266. _____. 2008. “Intercultural Competence. A Definition

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