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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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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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Redefining Irishness: Fragmentation or intercultural exchange

Abstract

The traditional definition of Irishness has been overwritten by internationalization, cultural and political discourses. Globalisation today sets the ground for the redefinition of a “new Ireland” altering the ethnocultural base to the definitions of Irish national identity. Recent cultural criticism on modern Irish studies have described the Irish nation as undergoing moments of crisis and instability within a global context. This paper explores and analyzes the process by which literary dramatic works dealing with Irish national distinctiveness have been put subject to being written and re-written as the Irish nation passes through periods of instabilities and problematisations. Ireland has been affected by conflicting narratives and needed to move “towards a new configuration of identities” (Kearney, 1997, p. 15). Edward W. Said comments on this fracturing of identity as “human reality is constantly being made and unmade” (1979, p. 33). The attempt Irish playwrights have made to address factors affecting Irishness and the violent assertion of national identity addressed in this paper, are considered within a post-nationalist and post-colonial context of dramatic works.

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Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language

Abstract

Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.

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Intercultural competence of first year students of English at the Faculty of Education, Masaryk University: a report of research

References BENNETT, M. J. (1986). A Developmental Approach to Training for Intercultural Sensitivity. International Journal for Intercultural Relations, 10(2), 179-196. DEARDORFF, D. K. (2004). Intercultural Competence Model. Identification and assessment of intercultural competence as a student outcome of internationalization. Raleigh NC: North Carolina State University. Retrieved April 24, 2011. Available at: http://www.unr.edu/oiss/toolbox/2009/INTERCULTURAL%20COMPETENCE%20MODELS%20deardorff%2006.pdf

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(Net)Working CLIL in Portugal

, Margarida, and María del Carmen Arau Ribeiro. “Internationalization Strategies in Portuguese Higher Education Institutions – Time to Move on and to Move Beyond.” LSP in Multidisciplinary Contexts of Teaching and Research. Papers from the 16th International AELFE Conference 2017. EPiC Series in Language and Linguistics , vol. 3, 2018, pp. 33-39. Conselho Nacional de Educação. Relatório Técnico: Integração de Ensino da Língua Inglesa no Currículo do 1.º Ciclo do Ensino Básico , 2013, www

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