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Bibliografía - comunicación intercultural

Comunicación intercultural y fracasos comunicativos Un estudio de caso: españoles y japoneses estudiantes de ELE

Miguel V. Martí Sánchez, Motoko Hirai (2024)

Este libro es una aproximación al fracaso comunicativo. El fracaso es moneda corriente en cualquier actividad humana, desde luego, cuando en ella deben cooperar dos o más voluntades.

En el libro, se examina el fracaso comunicativo que alberga el conflicto ocasionado por la percepción de una ofensa. La teoría sobre fracaso y ofensas comunicativas expuesta en la 1ª parte del libro ha servido de marco para la investigación de los problemas de los estudiantes japoneses de ELE de estancia en España, que conforma la 2ª parte.

Dadas las importantes diferencias lingüísticas y culturales entre las sociedades españolas y japonesa, la atención se ha dirigido a las ofensas involuntarias, aquellas que produce no la intención, sino la incompetencia de los participantes, de ahí, el papel relevante del malentendido y de la metedura de pata en todo el trabajo.

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Índice
Introducción

Capítulo 1. La comunicación fracasada

Buscando el centro del ser humano
El proceso comunicativo
El fracaso comunicativo
Las diferencias culturales
Resumen

Capítulo 2. Las ofensas comunicativas

Clases de ofensas
El malentendido
El daño emocional en la comunicación
Prevención y reparación de la ofensa involuntaria
Resumen

Capítulo 3. La enseñanza del español en Japón

Panorama histórico
ELE en Japón
Resumen

Capítulo 4. Bases de la investigación

Presentación
Objetivos
Metodología
Desarrollo
Ordenación de los datos
Datos sobre los informantes
Resumen

Capítulo 5. Análisis e interpretación de los datos

Ordenación de los conflictos comunicativos
Intencionalidad de las ofensas causa del conflicto
Marco y escena de los conflictos analizados
Causa de las ofensas percibidas
Reacción y resolución de los conflictos comunicativos
Resumen

Balance y últimas reflexiones
Referencias bibliográficas

Cultural meaning-making in challenging interactions in L2 Spanish: language teachers’ perceptions

Lori Czerwionka, Gerrard Mugford (2020)

En Journal of Spanish Language Teaching 7.2

Some challenges to intercultural communication prevent intercultural interactions altogether, while others can prevent effective and successful communication during an intercultural exchange. This article addresses a key challenge within intercultural interactions: cultural meaning-making. This is a process that requires both communicative and intercultural competence and encompasses the interdependent and ever-present relationships between language, culture, and worldviews. Considering the important role of language teachers in second language (L2) learners’ cultural meaning-making development in challenging interactions that may be faced by learners in the target language community, the current pilot study elicits teachers’ perceptions of linguistic and cultural resources required by their students to engage in challenging interactions and focuses on the pedagogical approaches employed by them to foster cultural meaning-making in challenging interactions. Three types of challenging situations were examined: difficult situations (uncomfortable or even hostile for the students); impolite situations (those that may be rude or impolite); and situations of imposition (those that involve imposition on the student or another person, e.g., requests, commands, favors). Results indicated teachers’ reliance on certain resources involved in cultural meaning-making and a general absence of a theoretical approach to intercultural communication.

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Existen desafíos inherentes a la comunicación intercultural que impiden totalmente las interacciones, mientras que otros representan un obstáculo para una comunicación efectiva. Este artículo aborda un desafío crucial de dichas interacciones: la construcción de significados culturalmente limitados, un proceso que requiere competencias comunicativas e interculturales, en el que se manifiestan las relaciones interdependientes entre lenguaje, cultura y visión del mundo. Considerando el papel de los profesores de lengua en cómo los estudiantes construyen significados culturalmente limitados al abordar interacciones complejas en la comunidad de la L2, el presente estudio piloto explora las percepciones docentes sobre los recursos lingüísticos y culturales necesarios para que los alumnos participen en interacciones desafiantes, así como enfoques pedagógicos para que estos sean capaces de construir significados. Se examinaron tres tipos de situaciones desafiantes: situaciones incómodas (difíciles de resolver e incluso hostiles para los alumnos); situaciones descorteses (aquellas que se pueden percibir como de poca educación); y situaciones de imposición (aquellas que implican imposición al estudiante o a otra persona, por ejemplo, peticiones, órdenes, favores). Los resultados sugieren que los docentes confían en recursos propios de la construcción de significados, pero también que no parten de un enfoque teórico para la comunicación intercultural.

Intercultural and Transcultural Awareness in Language Teaching

Will Baker (2022)

The central aim of language teaching is typically to prepare learners to communicate through the language learnt. However, much current language teaching theory and practice is based on a simplistic view of communication that fails to match the multilingual and intercultural reality of the majority of second language (L2) use. This Element examines the relationship between language and culture through an L2 in intercultural and transcultural communication. It puts forward the argument that we need to go beyond communicative competence in language teaching and focus instead on intercultural and transcultural awareness. Implications for pedagogic practice are explored including intercultural and transcultural language education.

Table of Contents
1. Introduction – The Role of Intercultural and Transcultural Communication in Language Teaching
2. Culture and Language
3. Intercultural and Transcultural Communication
4. Intercultural and Transcultural Awareness
5. Intercultural and Transcultural Language Education
References.

Intercultural aspects in foreign/second language learning

Germán Arellano Soto (2023)

En Relingüística Aplicada 33

Texto completo

La comunicación mediatizada por computadora (Computer-mediated communication) ha abierto nuevas formas de interacción entre los aprendientes de una lengua extranjera proporcionando nuevas oportunidades para establecer contacto directo con los nativo-hablantes de la cultura meta. Los intercambios/proyectos en línea han permitido a los participantes aprender acerca de la cultura meta en formas auténticas que van más allá del salón de clase. En este artículo se consideran aspectos principales:

Los contextos socio-institucionales que influencian proyectos telecolaborativos.
Los estereotipos y la forma en que estos pueden ser cambiados, reforzados o modificados como resultados de los intercambios electrónicos.
Las perspectivas y actitudes de los participantes antes y/o después de tales intercambios.
Los desafíos enfrentados por los profesores/investigadores al llevar a cabo estos proyectos.

Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices

VV. AA. (2022)

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.

Contents
Tables and Figures
Acknowledgements
Contributors
External Reviewers

Mike Fleming: Foreword

Irina Golubeva, Manuela Wagner and Troy McConachy: Introduction: Michael Byram's Contribution to Intercultural Learning in Language Education and Beyond

Michael Byram: A Biographical Sketch

Part 1: Evolving Conceptual Foundations

Chapter 1. Karen Risager: Intercultural Communicative Competence: Transnational and Decolonial Developments

Chapter 2. Troy McConachy: Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship

Chapter 3. Anthony J. Liddicoat: Intercultural Mediation in Language Teaching and Learning

Chapter 4. Martyn Barrett and Irina Golubeva: From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World

Chapter 5. Paloma Castro, Ulla Lundgren and Jane Woodin: Intercultural Dialogue and Values in Education

Chapter 6. Manuela Guilherme: From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship

Chapter 7. Alison Phipps: Conflict and the Cognitive Empire: Byram's Critical Cultural Awareness

Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices

Chapter 8. Jane Jackson, Sin Yu Cherry Chan and Tongle Sun: Intercultural Development in the Context of Mobility

Chapter 9. Petra Rauschert and Claudia Mustroph: Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom

Chapter 10. Beatriz Peña Dix: Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia

Chapter 11. Angela Scarino and Michelle Kohler: Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning

Chapter 12. Aleidine J. Moeller: The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom

Chapter 13. Shuoqian Qin and Prue Holmes: Exploring a Pedagogy for Understanding and Developing Chinese EFL Students' Intercultural Communicative Competence

Chapter 14. Rita A. Oleksak and Fabiana Cardetti: Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA

Chapter 15. Manuela Wagner and José Aldemar Álvarez Valencia: Developing Intercultural Citizenship and Intellectual Humility in High School German

Chapter 16. Melina Porto and Verónica Di Bin: When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy

Chapter 17. Lihong Wang: Towards a Shared Future: Michael Byram's Engagement with the Chinese Academic Community

Looking Back and Looking Forward

Marjukka Grover: Mike Byram and Multilingual Matters: A 40-year Partnership

Joe Sheils: Mike Byram's Commitment to Council of Europe Values

Martyn Barrett: Working with Mike Byram

Prue Holmes: Tribute to Mike Byram

Index

Mediación y competencia comunicativa intercultural en la enseñanza del español LE/L2

Isabel Iglesias Casal, Carmen Ramos Méndez (2021)

En Journal of Spanish Language Teaching 7.2

Texto completo

Si tenemos en cuenta que la movilidad transnacional y los contactos interpersonales se han incrementado exponencialmente en las últimas décadas, no resulta extraño que de manera paralela haya crecido el interés por la investigación sobre interculturalidad en el ámbito de la enseñanza de lenguas. Una de las principales motivaciones que ha conducido a desarrollar este tipo de investigación tiene que ver con la necesidad cada vez más acuciante de adquirir competencia intercultural, tanto en entornos personales, como en los profesionales y educativos. A ello se añade la creciente exigencia en las sociedades digitalizadas de comunicarse de forma eficaz e interculturalmente adecuada, también en entornos virtuales.

Models of Telecollaboration (2): Cultura

Jesús Suárez García, James Crapotta (2007)

En Online Intercultural Exchange. An Introduction for Foreign Language Teachers

The model of telecollaboration described in this chapter, Cultura, is one whose focus is precisely that of intercultural competence. Its methodology integrates culture into the language classroom by facilitating the direct communication between two groups of learners from different cultures and the comparison of those cultures. We will describe the principles and practices of Cultura and examine its implementation in an ongoing exchange between classes at Barnard College in New York and the University of Leo´n in Spain.

The Routledge Handbook of Language and Intercultural Communication

VV. AA. (2020)

The Routledge Handbook of Language and Intercultural Communication provides a comprehensive historical survey of language and intercultural communication studies with a critical assessment of past and present theory, research, and practice, as well as an insight into future directions.

Drawing on the expertise of leading scholars from different parts of the world, this second edition offers updated chapters by returning authors and many new contributions on a broad range of topics, including reflexivity and criticality, translanguaging, and social justice in relation to intercultural communication.With an emphasis on contemporary, critical perspectives, this handbook showcases the varied range of issues, perspectives, and approaches that characterise this increasingly important field in today’s globalised world.

Offering 34 chapters with examples from a variety of languages and international settings, this handbook is an indispensable resource for students and scholars working in the fields of intercultural communication, applied linguistics, TESOL/ TEFL, and communication studies.

Contenidos

Introduction and overview (Jane Jackson)

Section I: Foundations of language and intercultural communication studies

A global look at the history and development of language and intercultural communication studies (Judith Martin, Thomas Nakayama, and Donal Carbaugh)
Culture, communication, context, and power (Adrian Holliday)
Language, identity, and intercultural communication (Kimberly Noels, Tomoko Yashima, and Ray Zhang)
Conceptualizing intercultural (communicative) competence and intercultural citizenship (Michael Byram and Irina Golubeva)
Reflexivity and criticality in language and intercultural communication research and practice (Julie Byrd Clark)

Section II: Core Themes and issues

Language, culture, and communication

Linguaculture and transnationality: the cultural dimensions of language (Karen Risager)
Intercultural rhetoric and intercultural communication (Dwight Atkinson)
Interculturality and intercultural pragmatics (Istvan Kecskes)
Speech acts, facework, and politeness: sociopragmatics, facework, and intercultural relationship-building (Winnie Cheng and Phoenix Lam)
Translation, interpreting, and intercultural communication (Juliane House)

Language, identity, and intercultural communication

Constructing the cultural Other: prejudice and stereotyping (Hans J. Ladegaard)
Intercultural contact, hybridity, and third space (Claire Kramsch and Michiko Uryu)
Gender, language, identity, and intercultural communication (Juliet Langman and Xingsong Shi)
Translanguaging, identity, and migration (Zhu Hua and Li Wei)
Language learning, identity, and intercultural communication in contexts of conflict and insecurity (Constadina Charalambous and Ben Rampton)

Language, intercultural (communicative) competence, and intercultural citizenship

Language: an essential component of intercultural communicative competence (Alvino E. Fantini)
From native speaker to intercultural speaker and beyond: intercultural (communicative) competence in foreign language education (Jane Wilkinson)
World Englishes and intercultural communication (Farzad Sharifian and Marzieh Sadeghpour)
Language education and global citizenship: decolonial and posthuman perspectives through pedagogies of discomfort (Melina Porto and Michalinos Zembylas)

Section III: Theory into practice: Towards intercultural (communicative) competence and citizenship

Intercultural second language teacher education (Michael Kelly)
Intercultural responsibility: transnational research and glocal critical citizenship (Manuela Guilherme)
Intercultural communicative competence development through telecollaboration and virtual exchange (Robert O’Dowd and Melinda Dooly)
Social justice, diversity, and intercultural-global citizenship education in the global context (Kathryn Sorrells)
Assessing intercultural language learning (Anthony Liddicoat and Angela Scarino)

Section IV: Language and intercultural communication in context

Intercultural language teaching and learning in classroom practice (Michelle Kohler)
Intercultural communication in the multicultural classroom (Jennifer Mahon and Ken Cushner)
The language and intercultural dimension of education abroad (Jane Jackson)
Intercultural business education: the role of critical theory and experiential learning (Prue Holmes and Vivien Xiaowei Zhou)
Intercultural communication in professional and workplace settings (Martin Warren and William W.L. Lee)
Linguistically and culturally diverse project partnerships and teams (Helen Spencer-Oatey and Carolin Debray)
Intercultural communication in health care settings (Gillian S. Martin and Jonathan Crichton)
Intercultural communication in legal contexts (Christoph Hafner and Jade Du)
Intercultural communication in tourism (Gavin Jack, Alision Phipps, and Octavio Barrientos Arriaga)

Section V: New Debates and future directions