Critically Evaluate Foreign Language Teachers Training in Culture and Intercultural Communication

The aim of foreign language teaching in the contemporary is to develop foreign language talents who own intercultural competence.Thus,it is necessary to improve teachers’cultural quality and intercultural awareness.The paper explores some relevant training courses on culture and intercultural awareness,and discusses the deficiency of these courses.

Intercultural Language Education and the Challenges Chinese College English Teachers Face

Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To understand ILE better,its background,theory basis,goals,related researches are reviewed and analyzed.Since ILE is relatively new in China,language teachers are facing new challenges in developing intercultural teaching competence to achieve the success of language education.Such challenges consist of understanding the language itself,the difficulty in understanding and teaching culture,designing practical classroom activities and selecting content.

A Study of Intercultural Adaptation of Foreign Teachers in Pingdingshan Colleges and Universities

Along with the advance of cross-culture communication, intercultural adaption arouses a heated discussion in the branch of social science, which is mainly dealing with maladjustment within a host culture. As the matter of fact, in the process of education internationalization, increasing amount of foreign experts and teachers come to China and play an important role in Chinese higher education. While bringing in advanced teaching ideas to local colleges and enjoying exotic Chinese culture, they are also suffering culture shock of different degrees. The thesis is trying to find out: 1) What are the intercultural adaptation levels of foreign teachers in Pingdingshan colleges and universities? 2) What factors may affect their adaptation? 3) What should we do to improve their adaptation levels? In order to solve those problems, a practical study is conducted based on Taylor's transformative learning model theory.

The Cultivation of Cultural Consciousness in Intercultural Communication

With the development of China's economy,the improvement of international influence,the adoption of"Belt and Road"strategy and the continuous development of foreign exchanges,the demand for intercultural communication is increasing with the growth of international interaction. Chinese people are the main force of international communication in the future and we will shoulder the important duty of spreading Chinese culture. So it is very important to cultivate people's competence of intercultural communication. The competence refers to not only the language itself but also the bilateral cultures. The paper firstly implies the significance of intercultural awareness under the background of"Belt and Road"strategy. The second part is related to the literature reviewof intercultural communication. And it goes to the achievements of "Belt and Road"and the strategies of cultivating intercultural consciousness. According to the research,one point should be clear,that is,the cultivation of cultural consciousness is very important in intercultural communication in the progress of"Belt and Road".

Nationality and Universality: Cultural Consciousness and Fusion of Horizons in Mo Yan’s Novels from an Intercultural Perspective

Within the structure of globalisation,the field of world culture faces challenges that are manifested in the decline of national culture and the crisis of homogeneity of world culture.In this case,world culture should be promoted as a viable path to prosperity and development if it is done on the basis of adhering to the higher consciousness of national culture,developing intercultural dialogue,with the intention forming a situation of mutual learning and promoting the fusion of horizons.The Chinese Culture,Qilu genetic code and native writing embody Mo Yan’s conscious adherence to national culture,his thorough knowledge of “Seeking Roots” and “Vanguard”,the fusion of national and international characteristics and the integration of his hometown and other countries.These show his enthusiasm and courage in launching intercultural dialogue and reaching towards the fusion of horizons.How to face cultural challenges under this changing world pattern?The successful experience of Mo Yan’s novels provides us with vivid examples.

Transformative Learning:Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain

In recent years there has been a proliferation of studies demonstrating the value of teaching abroad as much for its benefits for the training and professional development of these teachers,as for its impact and beneficial effects on students.This article uses transformative learning as a theoretical framework to interpret the achievements associated with the experience of teaching abroad,and to identify and analyze different motivational factors,adjustments,changes,challenges,and perspectives of Chinese teachers linked to a Confucius Institute in Spain,through a qualitative analysis of narratives elicited through in-depth interviews and focus groups.It highlights the role and potential of the transnational,intercultural experience of these teachers as authentic actors in the part played by the Confucius Institutes in language teaching and the promotion of Chinese culture,indicating many issues including language difficulties,professional adjustment,ideas about education,beliefs of teachers and the management of the program.

An Analysis on the Cultivation of Intercultural Consciousness in College English Teaching under the Background of Multiculturalism

Language,as the crystallization of culture,under the background of multiculturalism,the cultivation of intercultural consciousness in college English teaching has become an important task in English teaching,and it is also an important issue whether English teaching can adapt to the development of the times and meet the needs of talents.This paper explores the ways of cultivating intercultural consciousness in college English teaching in the context of multiculturalism from the perspectives of teachers'own ideas and concepts,the design of classroom teaching,the organization of teaching activities,the improvement and application of teaching techniques,the management of classroom teaching,and the individual level of students,so as to be helpful to English teaching in the new era.

Teacher's Role in Intercultural Language Education

Internationalization and globalization bring encounter of different languages and cultures.International and domestic researchers have been discussing the necessity of developing language learner's intercultural competence,due to the limitation of traditional communicative language education(Corbett,2003).This paper intends to illustrate the significance of teacher's role in developing intercultural competence.The author defines language teacher as active information provider,guide and intercultural learner.

The Influence of Teacher Talk on Raising Students’ Intercultural Awareness

In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching process in China’s universities is weak. With the increasing demands of the society on the cultivation of students’ intercultural communicative competence, the importance of intercultural communicative competence is becoming more and more obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awareness from the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aiming at enhancing the intercultural awareness of college students and raising intercultural communicative competence.

Virtual Learning Community as New Approach of Teacher Professional Development——Reflective Research into an eLearning Program of Intercultural Collaboration between China and UK

Among the current reform measures undertaken in Chinese K-12 education, to adopt New Curricula and to improve ICT application in teaching are both decisive, however, the lack of qualified trainers is handicapping the professional development of over 10 millions in-service teachers. One of eChina - UK projects in collaboration between universities from both sides is designed to develop virtual learning community ( VLC) among in-service teachers and explore from pedagogic perspective how to conduct VLC. In accordance with reflective learning and collaborative learning, three online learning modules have been jointly created by Chinese and UK educational specialists, and one unit from each module has been piloted by a group of senior teachers. Through analyzing the processes of course design and pilot, supported by quantitative and qualitative research into the experiences of pilot participants, the paper identifies some core factors influencing the quality of VLC and suggests that more attention should be given to the interactive learning process within VLC rather than to create well-structured learning materials before hand. It has also analyzed VLC as a promising approach to support professional development of in-service teachers from the perspective of continuous improvement process. There is much to be researched into the approach of VLC.

Primary School Teachers’ Perceptions About Refugee Children Inclusion in Greek Schools: Are Teachers Prepared?

This research is mainly exploring primary school teachers’ perceptions about refugee children inclusion in Greek schools. More specifically it focuses on how teachers construct their discourse while talking about refugee students and their intercultural competencies as agents of inclusion and social justice in the context of Inclusive Pedagogy. This paper focuses on two research aspects: teachers’ discursive construction about refugee children, their inclusion in Greek educational system and the intercultural communicative competencies that teachers have acquired through their professional development. Teachers blame the government for not being prepared and for its incapacity to educate and train teachers. Therefore, they feel insecure to deal with the new educational multicultural environment and include refugee children in their classrooms, while they discuss the need to give refugee children equal educational opportunities. Twenty-five interviews were conducted and have been interpreted using Critical Discourse Analysis as used by Νorman Fairclough, Robert Hodge, and Gunther Kress.

A Study of International Chinese Language Teachers’Stereotypes of International Students

Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.

Internal and External Consciousness of Japanese Students’Intercul­tural Language Communication

Japanese strictly distinguish between inside and outside,that is,they have a strong sense of inside and outside.The character has penetrated the study and life of Japanese students.Living in a different cultural environment,Japanese students are more influenced by Internal and External Consciousness in cross-cultural communication.The purpose is to draw out the influence of Internal and External Consciousness on the intercultural communication of Japanese students and put forward targeted teaching strategies accordingly by listing the misunderstandings among Japanese students in intercultural communication through the HSK dynamic corpus of Beijing Language and Culture University.

《文心雕龙》英译中的读者意识——以宇文所安英译本为例

读者不是译文的消极消费者,而是译文意义的能动建构者。读者意识是译者以读者视角观照翻译、使翻译行为围绕读者中心逐步向前推进的心理机制。宇文所安的读者意识体现在内容导向、沟通途径、主流诗学和读者接受四个方面,表现为材料选择的贴近意识、思想交流的贴心意识、表达习惯的贴合意识、服务读者的体贴意识。得益于读者意识,宇文所安充分履行了译者的职责,妥善处理了译者、作者和读者的三方关系,促进了《文心雕龙》在英语世界的接受与传播。中国文论要走向世界,译者的翻译能力是前提与基础,而读者意识是确保译者翻译能力得到充分展示的思想保证。读者意识有助于译文走进读者的心灵世界,有利于译文在译入语文化语境的进一步传播。

跨文化交际能力视域下高职公共英语教育策略研究

跨文化交际能力与历史发展、文化背景、社会环境等诸多因素相关,涉及语言表达、语言习惯、风俗人情等多方面,具有增加知识文化储备、提高英语学习效果、促进未来成长发展的意义。在英语教学中要重点培养学生跨文化交际能力。但是由于高职公共英语课程较少、任务繁重、学生基础较差等因素影响,培养跨文化交际能力存在诸如教师不够重视、融入内容较为单调、培养方式不够多样等问题。因此教师需要构建科学的教育实践策略:发展文化意识,引入文化资源;挖掘教材资源,创设生动情境;比较文化差异,建立思想意识;营造交际场景,借助语境培养;解析动作差异,推送自学资源。落实这些策略,达成培养目标。

智能时代职业院校教师数字胜任力发展的价值意蕴、发展现状及提升策略

智能时代的到来为职业教育赋予了新的特性,体现在技术整合性、灵活适应性和个性定制性三个方面。这一变革对职业院校教师提出了新的数字胜任力要求,涉及数字化教学设计与实施、数字化职业指导与协作、数字化专业发展与评估、数字资源管理以及数字安全与伦理等五个关键维度。研究发现,职业院校教师在这五个维度的数字胜任力显著不足。为此,需要提升教师的数字技能知识水平,加强数字化教学设计与实施能力;构建数字化职业指导协作平台,增强教师的职业指导能力;构建完善的教师数字化专业发展体系,强化教师数字化评估能力;打造数字资源平台,增强教师获取、管理和更新资源的能力;制定并实施数字安全与伦理教育方案,加强相关教育。

教师在铸牢中华民族共同体意识中的实践与创新

在课程思政背景下,教师肩负着开展铸牢中华民族共同体意识教育的重要使命。本文以铸牢中华民族共同体意识为研究背景,以外语教育为例,分析铸牢中华民族共同体意识融入外语教学的建设目标,探讨外语教师在开展铸牢中华民族共同体意识教育中的教学任务和路径,提出外语教师在开展铸牢中华民族共同体意识教育中的总体思路和相关策略,旨在提升外语教师开展铸牢中华民族共同体意识教育的能力和途径,培养综合素质高的复合型外语人才,实现立德树人的重任。

教师课堂自觉:品性阐释、具体表现及养成机制

课堂自觉是教师对课堂教学的自我意识、自主能力和能动实践。它是新时代深化课堂改革、推进教育创新、加快教师专业发展的必然要求。课堂自觉不仅是一种积极而内隐的精神性主观意识倾向,更是教师通过自觉能动的客观实在的课堂教学实践表现出来的符合情理的外显课堂教学行为和在积极情感和清醒理智作用下对课堂教学的能动和客观的行为实践。课堂自觉既是一种情感态度,也是一套知识体系,更是一种教学能力,还是一种教学方法和教学实践。它具体表现在积极从事课堂教学活动、主动开展课堂教学反思、大胆实施课堂教学探索、勇敢进行课堂教学创新等四种行为。教师课堂自觉的养成主要靠理论修养、主体意识、教学实践和课堂研究。理论修养是教师课堂自觉的精进源头,主体意识是教师课堂自觉的内生心理机制,教学实践是教师课堂自觉的外生行为机制,课堂研究是引领教师课堂自觉的价值航标。

数字时代教师主体性的挑战与重塑

教师主体性是指教师在自我专业发展与教育教学实践中表现出的自主性、自觉性、能动性等特质。在提倡新质人才培养的数字时代,教师的主体性成为亟待探讨的问题。从自我、他者、社会三个视角,分析以人工智能为代表的技术深入教育场域给教师主体性带来的挑战,包括技术依赖削弱教师主体意识、“人—机”关系动摇教师主体地位以及技术侵犯教师的主体权利等。数字时代教师主体性的重塑关乎教师个体成长、师生关系以及教育发展,应激发教师数字技术应用能动性,构建技术理性与人文关怀并存的育人环境,保障教师数据隐私权及智能教学权。

时间、共同体与本土意识:乡村小规模学校教师的发展困境与破解之策

乡村小规模学校满足了农村20%没有能力进城上学的乡村弱势家庭的教育需求,并对凝聚社区以及促进社区文化发展有着极大的价值和作用。教师是乡村小规模学校最重要的变革推动者,其发展关涉乡村公平优质教育的实现。但由于外界条件和支持的缺乏,这一群体的发展常常处于受限甚至停滞状态,其正遭遇着人被时间控制、学习共同体阙如衍生教学孤独、乡土情感缺失导致身心分离等诸多困境。为了促进乡村小规模学校教师的发展,保证公平优质教育的实现,需要厘清教师责任,还给教师发展的时间;打造乡村教师学习共同体,提升教师学习力;增强教师对本土文化的自觉,寓发展于创新乡村教育的实践中。让教师在推动学校发展、振兴乡村教育文化的过程中,最终收获自身的发展。