scholarly journals A pragmatic approach to teaching intercultural competence to trainee teachers and translators

2012 ◽  
Vol 5 (2) ◽  
pp. 57-72
Author(s):  
Paula Josefina Liendo
Keyword(s):  
Intercultural Competence ◽  
Pragmatic Approach ◽  
Trainee Teachers ◽  
Approach To Teaching

A pragmatic approach to teaching clinical physical diagnosis

1981 ◽  
Vol 45 (9) ◽  
pp. 585-588
Author(s):  
MJ Kutcher ◽  
TF Meiller ◽  
CD Overholser
Keyword(s):  
Pragmatic Approach ◽  
Physical Diagnosis ◽  
Approach To Teaching

What Are the Foundations of an Integrated Approach to Teaching and Learning?

2021 ◽  
pp. 1-15
Author(s):  
Shawna Longo
Keyword(s):  
Student Engagement ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Music Technology ◽  
Pragmatic Approach ◽  
Content Areas ◽  
Approach To Learning ◽  
The Arts ◽  
Approach To Teaching

This chapter lays the foundation for an authentic integrated approach to learning. Music technology is a key component in most approaches that integrate STEM with Music. The connecting of multiple content areas through the arts, or music, can be used to increase teacher collaboration. The key areas of arts integration, STEM, STEAM, and how these can effectively and authentically exist together in the classroom to increase student engagement and connections to the content areas and concepts, are defined through a research-based and pragmatic approach. By incorporating the fundamental definitions and understandings posited by this chapter into one’s teaching students will be given opportunities to connect STEM concepts to the artistic processes.

scholarly journals Te weinig aandacht voor cultuur in Nederlandse en Vlaamse tekstboeken Nederlands voor anderstaligen?

2021 ◽  
Vol 69 (5 Zeszyt specjalny) ◽  
pp. 203-222
Author(s):  
Robert de Louw ◽  
Mikołaj Buczak
Keyword(s):  
Foreign Language ◽  
Outer Layer ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Comparative Approach ◽  
Teaching Process ◽  
Teaching Culture ◽  
Approach To Teaching ◽  
Inherent Part

It is generally acknowledged that culture and intercultural competence should be an inherent part of the foreign language teaching process. There is, however, no consensus as to the form and extent to which they should be incorporated not only into curricula but also coursebooks. By using Hofstede’s “Onion Diagram”, this paper looks at four coursebooks for Dutch as a foreign language and zooms in on the topic of “eating and drinking” to determine their (inter)cultural content. The results show that the focus in these coursebooks is on the symbols, i.e. the outer layer of the diagram. The authors of the paper offer explanations, some critical remarks and pedagogical implications, and call for a comparative approach to teaching culture and intercultural competence.

Exploring BA students’ intercultural awareness and their expectations of translation courses

2020 ◽  
Vol 13 ◽  
pp. 87-101
Author(s):  
Žana GAVRILOVIĆ
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Intercultural Competence ◽  
Cultural Elements ◽  
Intercultural Awareness ◽  
Advantages And Disadvantages ◽  
Philosophy Department ◽  
Approach To Teaching ◽  
Competence Acquisition ◽  
Methodological Eclecticism

The aim of the research in this paper is to investigate how the third- and fourth-year BA students of English as a foreign language perceive what they should be provided with in new translation courses that Pale Faculty of Philosophy (Department of English) is introducing, and to explore their perception about the difficulties in the process of gaining the translational competence. The premise is that the students are not sufficiently aware of the translation as a part of intercultural communication, and the cross-cultural elements that it should be focusing on. The survey also relates to on the teaching methods and styles most commonly used in translation courses, the results they are providing, as well as their advantages and disadvantages. The results of the research may serve as a reliable basis for enhancement of the teaching process and the translation competence acquisition process, first and foremost through methodological eclecticism, then raising the awareness of intercultural components in translation and encouraging the communicative approach to teaching, through a positive classroom atmosphere creation. In the end, several points are made on how to raise the awareness of the students in the process of intercultural competence development.

scholarly journals Ethnocultural Component of Content of Education in Intercultural Context

2021 ◽  
Vol 3 (3) ◽  
pp. 37-39
Author(s):  
Tatyana Nikolaevna Nikolaeva
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Family Relations ◽  
Target Language ◽  
Educational Institutions ◽  
German Language ◽  
Timely Response ◽  
The World ◽  
Approach To Teaching ◽  
Selection Of

The work is devoted to the problem of co-learning of languages ​​and cultures in a multiethnic region. Introduction. Addressing the problem of ethnocultural education in the context of the ongoing changes in the life of society is due to reasons that require timely response and adjustments to the process of education and upbringing, especially among young people. The purpose of the study is to generalize the theoretical and practical approaches to teaching a foreign (German) language, taking into account local ethnographic material. Methods. The work represents the author's reflections on the problems of ethnocultural education. Research results. To solve the problem of filling the content of ethno-oriented education based on knowledge of the elements of everyday culture, traditional culture, linguistic picture of the world, it is necessary to include in the process of teaching a foreign language topics, issues related to the sphere of everyday life of northerners, their living conditions, family relations, rules of behavior, traditions, rituals. Conclusions. Currently, educational institutions are changing the approach to teaching foreign languages ​​towards the development of communicative and intercultural competence of students, which involves the co-learning of languages ​​and cultures of both the country of the target language and the native land. This can be facilitated by a balanced selection of the content of the «Foreign language» subject at the expense of the ethnocultural component as a reserve that forms intercultural competence for socialization in the world space.

Sign in / Sign up

Export Citation Format

Share Document