Resources for Intercultural Learning in a Non-Essentialist Perspective: An Investigation of Student and Teacher Perceptions in Chinese Universities

Autor/inn/en	Borghetti, Claudia; Qin, Xiaolei
Titel	Resources for Intercultural Learning in a Non-Essentialist Perspective: An Investigation of Student and Teacher Perceptions in Chinese Universities
Quelle	In: Language and Intercultural Communication, 22 (2022) 5, S.599-614 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2105344
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Higher Education; Instructional Materials; Undergraduate Students; College Faculty; Intercultural Communication; Cultural Awareness; Teacher Attitudes; Student Attitudes; Instructional Material Evaluation; Context Effect; Learning Processes; Situated Learning; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fakultät; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Lehrerverhalten; Schülerverhalten; Learning process; Lernprozess
Abstract	This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to stimulate intercultural development in a non-essentialist perspective. They were involved either by means of interviews or questionnaires. Findings indicate that participants resisted the idea that there are no right and wrong answers when talking about cultural groups, and that learning is contextual, since it depends on situated emerging meanings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01