Supporting Internationalisation through Languages and Culture in the Twenty-First-Century University
Edited By Mark Orme
This book brings together ten interconnected chapters from an international group of scholars who explore how language teaching and learning strategies and cross-cultural understanding support the cause of internationalisation in the modern higher education arena. The book will be of interest to both managers and practitioners who require an understanding of how the promotion of languages and intercultural knowledge informs the cause of internationalisation at strategic and operational levels within contemporary higher education.
Internationalisation: Teaching Grammars, Teaching Cultures
← 140 | 141 → ELŻBIETA MUSKAT-TABAKOWSKA
Life takes different courses in different languages.
—ZINKEN 2008: 52
The topics discussed in this chapter were – naturally – inspired by the title of the conference at which its preliminary version was presented: ‘Supporting internationalisation through languages and culture in the twenty-first-century university’. The opposition of singular and plural forms of the two italicised key words calls for reflection. Do we talk about culture as a general abstract notion, or should we rather be thinking in terms of individual cultures? If we assume – as I think we should – that the word internationalisation is not synonymous with globalisation, then we must choose the second of these two options. Indeed, though often used as synonyms, the two terms carry differing implications, with the former presupposing interculturality, i.e. involving the existence of relations between people who belong to various cultural groups. Thus reflection on internationalisation must be supported by consideration of various languages and various cultures.
Internationalisation – especially within the context of higher education – is generally understood to stand for institutional, or institutionalised, reaction to the increasing globalisation. According to a standard definition, it is the ‘provision of education and learning to international students’, ← 141 | 142 → but – as often stated, for instance, in the Code of Practice and Guidelines for Irish Higher Education Institutions – the providers require that their staff have ‘an understanding of educational and cultural differences, which exist for international students’, and that ‘cross-cultural programmes are developed which are...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.