Leveraging Diversity and Inclusion in Globalized Classrooms
Edited By Ching-Ching Lin and M. Cristina Zaccarini
Over the past few decades, there have been growing concerns about ways in which diversity and internationalization converge and diverge with one another across different types of educational institutions. This edited volume is one of the first books to investigate meaningful ways of integrating compe-ting goals between internationalization and diversification within the social fabric of campus life and beyond. Each chapter is a call to action that aims to leverage diversity for broader collaboration in higher education institutions in the U.S. and other sociocultural contexts, while providing insights into best practices in navigating diversity through strategic action plans. Each author challenges issues relating to the diversity efforts of internationalization across disciplinary, cultural and national boundaries as well as strategies to strengthen the campus communities’ commitment to diversity and inclusion.
In addition to its theoretical depth, as well as its cultural and disciplinary breadth, this book addresses issues relevant to many different stakeholders, and hence, potential readers in diverse and international settings. This book is of particular importance to those associated with globally mobile popula-tions, which include but are not limited to, academic faculty, higher education professionals as well as those in administrative positions and policy makers who wish to develop a critical perspective on the current practices on inter-nationalization to further their international efforts.
6. The Role of Intercultural Virtual Exchanges in Developing Pragmatic Awareness (Shannon M. Hilliker, Chesla Ann Lenkaitis, and Yahya Bouhafa)
Shannon M. Hilliker, Chesla Ann Lenkaitis, and Yahya Bouhafa
Aspects of pragmatic competencies are developed through socialization in language learning and linguistic and sociocultural knowledge develop simultaneously (Ochs, 1996). When second language (L2) learners have access to the linguistic material they need, they may find difficulties related to the language they are learning (Kecskes & Papp, 2003). Unless learners have exposure to authentic sociocultural interaction, their L2 competencies will not progress (Kecskes & Papp, 2003). Virtual exchanges play a significant role in the development of a target language (Abrams, 2002; Turula, 2016). However, there is still a need to investigate the importance and significance of using virtual exchanges as a teaching tool to develop language skills of non-native speakers, and more specifically pragmatic skills (Baumer & van Rensburg, 2011). The aim of the current chapter is: (1) to investigate the ways virtual exchanges enable teacher candidates to develop non-native speakers’ aspects of pragmatics and (2) to demonstrate the effective ways these exchanges can be used as a teaching tool to develop non-native speakers’ aspects of the target language, including pragmatic skills.
A theoretical and evidence-based instructional framework that focused on developing the pragmatic skills of language learners was created by van ←95 | 96→Compernolle (2014). This model is based on making use of pedagogical applications of sociocultural theory including dynamic assessment, concept-based instruction, and interaction scenarios as effective teaching tools. The zone of proximal development (ZPD) allows learners to get familiarized with aspects that...
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