Language and the development of intercultural competence in an ‘internationalised’ university:

Staff and student perspectives

Katie Dunworth, Trevor Grimshaw, Janina Iwaniec, James Mckinley

Research output: Contribution to journalArticle

Abstract

Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions itself as internationally engaged and globally recognised. The project employed a multiple-case study design, examining eight academic programmes drawn from four different broad disciplinary groupings: social sciences, science, engineering, and management. Data were collected through individual, focus group and stimulated recall interviews, the latter using class observation recordings as a stimulus. The study revealed the ways in which language was exploited by both staff and students to convey particular meanings within an intercultural context. It was found that language choices, register and style were perceived as contributing to the pragmatic impact of either reinforcing barriers to or promoting intercultural competence development.
Original languageEnglish
JournalTeaching in Higher Education
Early online date6 Nov 2019
DOIs
Publication statusE-pub ahead of print - 6 Nov 2019

Keywords

  • Intercultural competence
  • higher education
  • internationalisation
  • language awareness
  • metaphor use

ASJC Scopus subject areas

  • Education

Cite this

@article{89107b2d07234e368ac09b48c668f7dc,
title = "Language and the development of intercultural competence in an ‘internationalised’ university:: Staff and student perspectives",
abstract = "Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions itself as internationally engaged and globally recognised. The project employed a multiple-case study design, examining eight academic programmes drawn from four different broad disciplinary groupings: social sciences, science, engineering, and management. Data were collected through individual, focus group and stimulated recall interviews, the latter using class observation recordings as a stimulus. The study revealed the ways in which language was exploited by both staff and students to convey particular meanings within an intercultural context. It was found that language choices, register and style were perceived as contributing to the pragmatic impact of either reinforcing barriers to or promoting intercultural competence development.",
keywords = "Intercultural competence, higher education, internationalisation, language awareness, metaphor use",
author = "Katie Dunworth and Trevor Grimshaw and Janina Iwaniec and James Mckinley",
year = "2019",
month = "11",
day = "6",
doi = "10.1080/13562517.2019.1686698",
language = "English",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",

}

TY - JOUR

T1 - Language and the development of intercultural competence in an ‘internationalised’ university:

T2 - Staff and student perspectives

AU - Dunworth, Katie

AU - Grimshaw, Trevor

AU - Iwaniec, Janina

AU - Mckinley, James

PY - 2019/11/6

Y1 - 2019/11/6

N2 - Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions itself as internationally engaged and globally recognised. The project employed a multiple-case study design, examining eight academic programmes drawn from four different broad disciplinary groupings: social sciences, science, engineering, and management. Data were collected through individual, focus group and stimulated recall interviews, the latter using class observation recordings as a stimulus. The study revealed the ways in which language was exploited by both staff and students to convey particular meanings within an intercultural context. It was found that language choices, register and style were perceived as contributing to the pragmatic impact of either reinforcing barriers to or promoting intercultural competence development.

AB - Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions itself as internationally engaged and globally recognised. The project employed a multiple-case study design, examining eight academic programmes drawn from four different broad disciplinary groupings: social sciences, science, engineering, and management. Data were collected through individual, focus group and stimulated recall interviews, the latter using class observation recordings as a stimulus. The study revealed the ways in which language was exploited by both staff and students to convey particular meanings within an intercultural context. It was found that language choices, register and style were perceived as contributing to the pragmatic impact of either reinforcing barriers to or promoting intercultural competence development.

KW - Intercultural competence

KW - higher education

KW - internationalisation

KW - language awareness

KW - metaphor use

UR - http://www.scopus.com/inward/record.url?scp=85074790340&partnerID=8YFLogxK

U2 - 10.1080/13562517.2019.1686698

DO - 10.1080/13562517.2019.1686698

M3 - Article

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

ER -