Browsing by Author "Golubeva, Irina"
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Item Addressing empathy in intercultural virtual exchange: a preliminary framework(Research-Publishing.net, 2020) Golubeva, Irina; Guntersdorfer, IvettEmpathy is widely perceived and understood as an unquestioned component of Intercultural Competence (IC). The authors see the ability to empathise with others and to see their point of view as an important condition for developing an ethnorelative viewpoint, and therefore consider it important to incorporate activities into the intercultural communication curriculum that addresses the affective side of IC (Calloway-Thomas, Arasaratnam-Smith, & Deardorff, 2017; Guntersdorfer & Golubeva, 2018). In their paper, the authors discuss the importance of meta-cognitive tasks by creating opportunities for students where they can describe, share, and evaluate emotions. Based on the recommendations made by O’Dowd (2016), Byram, Golubeva, Hui, and Wagner (2017) about designing and implementing virtual exchanges (VEs), the authors present a preliminary framework, i.e. a sequence of self-reflective meta-analysis tasks that they developed for the intercultural VE between students at Ludwig-Maximilians University (LMU) in Germany and their peers at the University of Maryland Baltimore County (UMBC) in the United States. This framework can be adapted to a variety of online teaching contexts.Item Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project(Sage, 2021-11-18) Porto, Melina; Golubeva, Irina; Byram, MichaelIn this article we argue, in the context of the current dominance of the performative and instrumental drives characterising the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing ‘discomforting themes’ to sensitise students to issues of human suffering and engage them in constructive and creative responses to that suffering. We suggest that arts-based methods can be used and illustrate this with an international project created in response to the Covid-19 pandemic of 2020. In this way language and intercultural communication education can become a site of personal and social transformation. Through arts-based methodologies and pedagogies of discomfort, Argentinian and US undergraduates explored how the theme of the Covid-19 crisis has been expressed artistically in their countries, and then communicated online, using English as their lingua franca, to design in mixed international groups artistic multimodal creations collaboratively to channel their suffering and trauma associated with the pandemic. This article analyses and evaluates the project. Data comprise the students’ artistic multimodal creations, their written statements describing their creations, and pre and post online surveys. Our findings indicate that students began a process of transformation of disturbing affective responses by creating artwork and engaging in therapeutic social and civic participation transnationally, sharing their artistic creations using social media. We highlight the powerful humanistic role of education involving artistic expression, movement, performativity, and community engagement in order to channel discomforting feelings productively at personal and social levels.Item Dealing With Language Gap in a Hungarian-English Early Childhood Classroom(IGI Global) Csillik, Eva; Golubeva, IrinaThe term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.Item Design and Validation of a Questionnaire for the Measurement of Students’ Perceptions of Intercultural Practices within Bilingual Secondary Schools in the European Context(Journal of Language and Education, 2021-09-30) Gómez-Parra, María-Elena; Golubeva, Irina; Mohedano, Roberto EspejoBilingual education (BE) is widely recognised as a complex phenomenon, which constitutes a priority for key educational institutions and organisations. However, further research is needed to uproot common beliefs such as that bilingual students can easily interact with two or more cultures. The literature affirms that BE students need specific school training to improve intercultural competence. The main aim of this study is to describe the design and validation of a questionnaire to measure students’ perceptions of intercultural practices at bilingual schools. The validity of content and comprehension was carried out through the Delphi method, for which three methodological phases were established. The reliability of the scale (internal consistency) was measured through the Cronbach’s alpha coefficient. Factorial analysis was used to check the validity of the construct. The psychometric parameters of the scale were obtained from a pilot sample of 40 students, and later from a sample of 213 students from bilingual secondary schools in several European countries (i.e., The Netherlands, Hungary, Germany, France, England, among others). As a major conclusion, we can state that this questionnaire can be used as a tool for two research goals: the identification of good intercultural school practices in BE, and the development of relevant guidelines for the incorporation of intercultural education into BE.Item Emotional Intelligence and Intercultural Competence: Theoretical Questions and Pedagogical Possibilities(Castledown Publishers, 2018-08-20) Guntersdorfer, Ivett; Golubeva, IrinaAgainst the background of increased global mobility and the need to communicate effectively across cultures, the development of Emotional Intelligence (EI) is of growing importance to those involved in intercultural education. There are important theoretical synergies between EI, which is comprised of components such as self-awareness, self-regulation, motivation, empathy and social skills (Goleman, 1998), and models of intercultural competence (IC) commonly utilised in intercultural education (e.g., Byram, 1997; Deardorff, 2006). In particular, one of the components of EI, empathy has recently attracted attention from new perspectives (Epley, 2014; Bloom, 2016; Breithaupt, 2017a, 2017b). In this paper, we consider the place of EI within models of intercultural competence and then offer theoretical and pedagogical discussion on one particular element of EI—empathy—that we believe will be useful to intercultural educators.Item Internationalism, Democracy, Political Education(Taylor & Francis, 2022) Byram, Michael; Golubeva, Irina; Porto, Melina“So Two Cheers for Democracy: one because it admits variety and two because it permits criticism. Two cheers are quite enough: there is no occasion to give three. Only Love the Beloved Republic deserves that” (Forster, 1939). Forster wrote these words in 1939, under the shadow of war with Nazi Germany which, he feared, would destroy democracy and culture. Democracy, he says, deserves one cheer because it starts from the assumption that the individual is important, and that “all types are needed to make a civilisation”. Today we use words such as “multicultural” and “diversity”; Forster uses admirably simple words. Democracy, he says, deserves a second cheer because it allows criticism and, without public criticism, “there is bound to be hushed-up scandal” (1965, p. 77). Such scandals are part of our contemporary experience and the function of the Press – Forster gives it a capital letter – is as important as ever, if not more so.1 Criticism is also a crucial element of the agenda for language teaching which is the focus of this chapter. Our purpose in this chapter is, then, to propose an agenda – “things to be done” – for foreign language education and to demonstrate that the inevitably political nature of education, with its nationalist perspectives, should be enriched by embracing internationalism, a perspective which language teaching is especially able to embody and realize. To do so, we shall first present and discuss some key concepts: internationalism in education, criticality and intercultural citizenship, and competences for intercultural and democratic culture. We shall then present an illustration of these concepts and purposes in a project devised to help learners to respond to the current COVID-19 pandemic.Item Translanguaging Practices in a Hungarian-English Early Childhood Classroom(IGI Global) Golubeva, Irina; Csillik, EvaAfter a brief overview of translanguaging research carried out in the past, this chapter introduces how Hungarian-English emergent bilingual children used translanguaging practices during play time in a Hungarian-English early childhood education classroom in the AraNY János Hungarian School in New York City (USA). The authors developed the concept of student-led translanguaging and observed it separately from teacher-led translanguaging practices. This chapter presents the data collected through classroom observations over a period of 6 months. The overarching aim of this research is to reveal how translanguaging is used by the students and by the teachers in a superdiverse community of Hungarian descendants living around New York City.Item Translanguaging Practices in a Hungarian-English Early Childhood ClassroomCsillik, Eva; Golubeva, IrinaThe term ‘translanguaging' not only has appeared in the field of Applied Linguistics, but also it entered in the field of Multilingual/Multicultural Education in early childhood classrooms. Translanguaging is mostly seen as an opportunity to build on emergent bilingual speakers' full language repertoires in order to scaffold language learning; however, it also provides an opportunity for young learners to gain cross-cultural knowledge. The authors observed translanguaging practices during play time in the AraNY János Hungarian Kindergarten and School in New York City (USA) to understand how different languages and cultures presented in the early childhood classes might contribute to shaping an anti-biased mindset towards social and cultural diversity. The overarching aim of this study was to reveal some of the translanguaging practices both students and teachers used in a diverse ethnic community of Hungarian descendants living in New York City.