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Opening Classrooms and Broadening Minds: Balancing Cultural Assumptions and Intercultural Competence Awareness
https://doi.org/10.34388/0002000385
https://doi.org/10.34388/00020003854ccf716a-79a9-48d5-adbc-e9c07d769f31
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CLEIP10-3.pdf (706 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2026-01-19 | |||||
| タイトル | ||||||
| タイトル | Opening Classrooms and Broadening Minds: Balancing Cultural Assumptions and Intercultural Competence Awareness | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | high uncertainty avoidance | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | high context communication | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | intercultural competence | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | attitudinal skills | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34388/0002000385 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
MILLER, Bruce
× MILLER, Bruce |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Much attention is given to issues of classroom management and how to improve overall conditions for learners and educators to learn and teach more effectively. But how often, when entering classrooms as educators or learners, are deeper cultural underpinnings taken into account that might ultimately bear upon the greater classroom learning experience? As a positive attribute, cultural variability can add richness and depth to classrooms. However, this paper steps back to consider the reverse: cultural influences can have detrimental effects and can be impediments to creating learning environments that are truly open and encouraging to the self-growth of all participants. This also has the effect of creating additional challenges for raising awareness of intercultural competence (IC) and encouraging its usage for developing not only more selfempowering and egalitarian classrooms but also more humanistic attributes such as empathy, tolerance, acceptance, and open-mindedness towards members of other cultural communities outside one’s own. Several cultural variables imbuing Japanese society, including high uncertainty avoidance (HUA) and high context communication culture (HCC), are examined from the perspective of inhibitors of IC facilitation when allowed to predominate in the classroom. As part of a counterbalance to help offset these less desirable effects in Japanese EFL classrooms, this paper goes back to the classroom itself and looks at ways of increasing learner awareness, skill development, and opportunities for actively promoting IC both in and outside the classroom. It is from this juncture that an ultimately reimagined concept of classroom, participant roles, and learning is advocated to create a more barrier-free (both mental and physical) learning space for nurturing the elements that can help foster IC growth and development between both learners and educators. | |||||
| 言語 | en | |||||
| bibliographic_information |
ja : 実践女子大学CLEIPジャーナル en : Jissen Women's University CLEIP Journal 巻 10, p. 27-39, 発行日 2024-03-05 |
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| 出版者 | ||||||
| 出版者 | 実践女子大学 | |||||
| 言語 | ja | |||||
| item_10002_source_id_9 | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 27586006 | |||||
| item_10002_source_id_11 | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1271419X | |||||
