Developing intercultural citizenship in the

Transcript:Developing intercultural citizenship in the:
Developing intercultural citizenship in the digital age Undergraduate students’ perspectives on Intercultural Communicative Competence in Higher Education. By Jolanta Hudson EAP Lecturer at University of Glasgow, PhD Researcher at Lancaster University BALEAP PIM Leeds 2022 Contents Background Introduction Literature Review Theoretical Framework Participants Findings Limitations References Background Who? 3 international undergraduate EAP students How? Online interviews Why? To learn about their perspectives on developing Intercultural Communicative Competence to understand: what it means for undergraduate students to develop global citizenship in academia in the digital age, how important it is for them to develop Intercultural Communicative Competence in their academic careers to what extend digital tools or platforms can help them develop their ICC to succeed in a more global academic environment. Introduction Intercultural citizenship is especially relevant to student mobility in English medium instruction (EMI) programmes in international universities, where students are by definition in intercultural contexts in which intercultural communication and associated linguistic and cultural issues are central. (Baker and Fang, 2019:5) Intercultural, also known as, global citizenship is typically perceived as the citizenship that is extended beyond national borders that recognises the importance and scale of social relations and communication within local as well as global communities (Byram, 2008). Literature Many research studies have discussed the importance of intercultural citizenship in HE, but a few researchers have investigated aspects of developing intercultural competence through the eyes of undergraduate students studying abroad during current times with the increased use of digital tools and platforms. The ICC, Byram’s model & EAP The ICC model was developed in relation to the Council of Europe’s project which was to construct the Common European Framework of Reference for Languages (CEFR) (2001) in the late 1990s. Byram’s (1997) ICC model refers to: “attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical awareness” (Çiftçi, 2016:313) and it has been of particular importance in the area of language education having influenced language course designs and curriculum development in several countries. Language and Culture In Byram’s model: ICC is described as an important factor in developing effective language skills by Second Language (L2) students through engaging and communicating with other cultures (Byram, 1997; 2000) Equally focuses on both language and culture (Liu, 2019) Developing ICC enables L2 speakers to not only communicate effectively with others taking into account their point of view but also helps them to build relationships with them (López-Rocha