This book presents students’ reflections on their intercultural student experiences, and utilizing the UNESCO Story Circle methodology, illustrates how such reflection can aid the development of intercultural competence (IC). The volume features a broad range of first-person narratives that showcase the diversity of student experience encountered whilst studying abroad in a variety of cultural and institutional settings. Engaging with issues in relation to identity negotiation, stereotypes, cultural difference, and communities of support, the text demonstrates application of the UNESCO Story Circle approach in developing IC. Further, vignettes are analyzed and guiding questions are offered to structure readers’ reflection and discussion to facilitate further honing of intercultural competencies. The volume promotes IC amongst individual educators, trainers, international students, and community members and provides guidance in addressing international students’ wellbeing more broadly. This text will benefit scholars, academics, and students in the fields of higher education, multicultural education, and intercultural communication. Those involved with international and comparative education as well as student affair practice and higher education administration will also benefit from this volume.

Intercultural Competence in Higher Education features the work of scholars and international education practitioners in understanding the learning outcomes of internationalization, moving beyond rhetoric to concrete practice around the world. Devoted exclusively to exploring the central learning outcomes of internationalization efforts, this edited volume contains a refreshing combination of chapters and case studies from interdisciplinary and cross-cultural contributors, including: cutting-edge issues within intercultural competence development, such as intersectionality, mapping intercultural competence, and assessment; the role of higher education in developing intercultural competence for peacebuilding in the aftermath of violent conflict; facilitating intercultural competence through international student internships; interdisciplinary and cross-cultural contributions from over 19 countries including Japan, Russia, Serbia, South Africa, and Vietnam; the latest research and thinking on global, intercultural, and international learning outcomes, with a unique emphasis on newer voices. Intercultural competence has become an essential element in international as well as domestic education. This text provides the latest thinking and research within the context of internationalization, presents practical case studies on how to integrate this into the preparation of global-ready students and will be of interest to postgraduate students, international education administrators, and practitioners, as well as scholars and researchers in a variety of disciplines who have an interest in intercultural and global competence.

College classrooms are hopeful spaces where segregation can be interrupted and intercultural learning can occur. This issue supports the claim that engaging diversity in classrooms has a significant impact on the development of students’ intercultural competence. It states why intercultural skills matter, what they look like in practice, and how they can be developed by instructors regardless of the courses they teach. This issue: Establishes a contemporary understanding of diversity as a core institutional priority and resource Proposes a framework of engaging diversity for intercultural competence development Presents key theories of intercultural competency development helpful to faculty that supports discipline-based and intercultural learning outcomes Presents research regarding the core skills, attitudes, and behaviors that are requisite to effective and ethical intercultural interactions Shows how faculty can engage diversity for intercultural outcomes in their classrooms. This is volume 38, number 2 of the ASHE Higher Education Report, a bi-monthly journal published by Jossey-Bass.

Any educational environment involves the interaction of diverse groups and individuals. To foster productive and effective communication, it becomes imperative to understand people’s different linguistic and cultural backgrounds, as well as their value systems. Promoting Intercultural Communication Competencies in Higher Education is a pivotal reference source for the latest scholarly material on the presence of cultural diversity in educational contexts and how to promote effective dialogues in these environments. Highlighting extensive coverage on topics relating to intercultural learning, such as social identity, gender diversity, and formative feedback, this book is ideally designed for academics, upper-level students, educators, professionals, and practitioners seeking pedagogical research on communication between diverse cultural groups.

It is now widely recognised that learning a language should not just involve linguistic competence but also intercultural competence. It is also clear that intercultural competence can be developed through related subjects such as geography, history, mother tongue teaching. This book takes this as a given and provides practical help for teachers who wish to help their learners acquire intercultural competence in the ordinary classroom. It contains descriptions of lessons and materials from a wide range of classrooms in several countries and for beginners to advanced learners.

Intercultural higher education has the potential to enable diverse students in diverse contexts to lead lives they have reason to value in a multicultural and globalizing world. The internationalization of higher education has become a significant site of change, driven by, and contributing to, globalization. So much so that global higher education has the potential to increase collaboration or conflict across the borders of human diversity. As educators seek to better understand and develop the ways in which our universities provide appropriate learning, Developing Intercultural Practice brings perspectives from international education communities together to provide clear guidance on the effective enhancement of these dimensions of academic practice. Exploring the emergence of the post-national university and situating academic development as critical practice, Developing Intercultural Practice considers how globally distributed, multicultural students and faculty, at home, overseas, and online, can develop reciprocal and collaborative learning. Chapters cover areas such as: Internationalization, intercultural, and equitable practice Academic development and internationalization Deficit modelling and the value of diversity Norms and rituals of academic cultures Modelling intercultural academic development Developing Intercultural Practice is essential reading for faculty developers, leaders in learning and teaching, and all academics concerned to ensure their practice is relevant to their students and the worlds into which they will graduate.

This book presents a mixed-methods study that explores the development of intercultural competence among local Chinese students in Chinese universities, using Deardorff’s process model of intercultural competence as a theoretical framework. In the global higher education context, “internationalization at home” is significant in (re)shaping educational practices, especially under the influence of the COVID-19 pandemic. Chinese higher education is also actively engaged in domestic internationalization. Specifically, this book explores the factors that influence Chinese students’ development of intercultural competence and their understanding of it in the context of internationalization at local Chinese universities. The findings suggest that many universities in China are trying to improve domestic students’ intercultural competence through various strategies, such as foreign language learning, extracurricular intercultural communication activities, and international cooperation programs. Notably, the effects are diverse. Based on these findings, this book also discusses the potential theoretical, practical, and policy implications. This book will be an excellent resource for students and scholars in comparative and international education, student development, cultural studies, Chinese studies, and those interested in Chinese higher education.

This volume explores the relationship between language and culture while considering its implications for the teaching of modern foreign languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematises the impacts of a separation of language and content in German degree programmes. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualises established models of criticality (Barnett) and intercultural communicative competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in intercultural communication, language education and applied linguistics, this volume provides a thorough discussion for the ways in which modern language programmes in higher education can be improved. Additionally, those carrying out research in the fields of language teaching and language policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.

Enrollments in international education programs are projected to grow exponentially as students, parents, and university personnel seek to prepare future leaders who can live and work effectively in a global environment. What do we know about the outcomes of such programs, and how can educators become more intentional about designing, and assessing, the impact of such courses? How can we help students achieve the intercultural growth and transformation that they may envision as they set forth on their international sojourn?International education provides opportunities for students to grow personally, and to learn in a rich and intense educational environment. The outcomes of such opportunities emphasize not only traditional academic competence, but also changes in motivations, attitudes, self-identity, and values. It is these latter, co-academic, concepts that are the focus of this book. Its goal is to give solid substance to the growth and transformation approach to study abroad. It defines the central concept of intercultural competence, sets it within the framework of transformative learning theory, and offers ideas and strategies for facilitating its development. In doing so, it goes far beyond traditional emphases on the achievement of such formal skills as foreign language acquisition or specific knowledge of course content in national literatures, arts, or history.This book provides study abroad educators with a theoretical framework and examples of practice to craft more meaningful activities that will make a long-term difference in the quality of student experiences, and set the stage for transformative change. If we plan to send a million students a year to study abroad within the decade, we need approaches to maximize student growth outcomes in an efficient and effective way. It is also relevant for anyone engaged in courses in adult education, college student services, comparative and international education, international business, intercultural relations, and service learning that involve study abroad, and that raise corresponding issues of curriculum design.

Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.