New Horizons
University of Valencia
Multilingual Literacy and Career Development in Academia: Experiences of Faculty in Human Resource Development and Adult Education Programs in the United States View Digital Media
Paper Presentation in a Themed Session Maja Stojanović, Petra Alaine Robinson
Taken independently, multilingual literacy and career development are not novel phenomena and have been extensively researched in their respective areas (linguistics, human resources, higher and adult education). While multilingualism in the United States has historically been devalued, more recently, scholars emphasized a variety of benefits, in personal and professional areas of life, of developing multilingual literacy. Given that little research has been done to help understand the value of multilingualism in academia, and specifically in the fields of human resource development (HRD) and adult education, this study takes a step toward bridging this gap, considering the importance of the topic in today’s multicultural world. The purpose of this phenomenological study is to understand how multilingual, tenured and tenure-track faculty who hold positions in HRD and/or adult education programs in the United States understand the value of multilingualism in academia and the role of multilingual literacy in their careers. Primary data come from interviews with multilingual faculty who work in HRD and adult education programs in US higher education institutions, in addition to participants’ CVs, analyzed in search of cues related to the use of multiple languages for career purposes. This study is unique because, by taking an interdisciplinary approach, it focuses on bringing the concepts of multilingualism and career development together by examining the role of multilingual literacy in faculty careers. The participants’ narratives and experiences offer implications for faculty professional development, as well as academic policy and practice, given the disregard for multilingualism still present in higher education settings.
University Students’ Awareness of Intercultural Competence: Towards the Internationalisation of Higher Education View Digital Media
Paper Presentation in a Themed Session Birgit Strotmann, Claudia Kunschak
Globalisation has impacted higher education to an unprecedented extent: according to the OECD (2017) universities took on 4.6 million international students worldwide in 2017, and numbers are expected to rise. As a result, students and teachers need to be prepared for interaction in culturally and linguistically diverse environments, both at home and abroad, both at university and the workplace. Both CEFR volumes (2001, 2018) point out the importance of a plurilingual and pluricultural education producing professionals that are able to act effectively as mediators between cultures. This fact has led the presenters to carry out a case study at a medium-size university in Spain, as part of an ongoing research project at a series of international universities. Data was collected from first and second-year students of the BA in International Relations with Global Communication and/or Translation with Global Communication, by means of a survey, individual interviews and focus groups. The paper aims to (1) ascertain students’ level of awareness of intercultural differences, (2) gauge their attitude towards these, (3) report on students’ intercultural experiences inside and outside the classroom, (4) analyse the results and then (5) extrapolate recommendations for future actions educators might consider in order to improve the student experience in this respect. Reference will be made to affective aspects, intrinsic and extrinsic values, as well as the theory – practice divide.
From Pandemic to Possibilities: New Global Opportunities for Students
Paper Presentation in a Themed Session Meg Milligan, Paige Paquette
Universities faced unique challenges due to the pandemic. One area that was impacted was traditional study abroad programs. When international travel halted at most universities, this created pedagogical challenges for educators, which we used as opportunities for continuing students’ global identity development regardless of obstacles. Globalization, the multidirectional process of connecting places and cultures through communication and commerce which increases similarities, based on the underlying ideology, globalism, is a modern reality. We posit that the concomitant personality trait, global identity, and its component, intercultural competence, are critical to thriving in our diverse and interconnected world. Not surprisingly, education can play a key role in fostering global identity and intercultural competence. Education at all levels face similar challenges and barriers to achieving these goals. General challenges include the proliferation of misinformation, declining authority of experts, pandemics and political unrest, and polarization of groups and ideologies. In addition, there are challenges and barriers for global leaders and leaders in training that can hamper progress. Awareness of this need as well as ways to meet these challenges and address barriers, thereby influencing the development of global identity and intercultural competence, is the focus of our presentation. We use a concrete example of an online global identity course with a traditional study abroad component pre-pandemic, changes due to COVID-19, and plans for the future.
Teachers’ Perceptions Concerning the Future of Professional Development in the Wake of the COVID-19 Pandemic
Paper Presentation in a Themed Session Moshe Sharabi, ענת הלל Anat Hilel, Gilad Cohen Ynon
The aim of teachers’ professional development processes is to improve the abilities of teachers working in schools. The COVID-19 pandemic has significantly accelerated the pedagogical changes taking place in schools due to the requirement to learn remotely, use technological tools in teaching and learning, and place greater emphasis on students’ emotional and social needs. This study examines what teachers need from present and future professional development processes, and what they expect from the facilitators regards their future professional development. A questionnaire was administered to 264 teachers and student teachers in the final stages of their studies. The findings reveal that guidance skills, ability to manage student learning (supervision, guidance, training, discipline), and psychological resilience received high scores as required skills for the future. The respondents prefer their future training to be provided by professionals with close ties to schools, such as experienced teachers and school principals. Given how professional development processes are currently conducted, the findings can indicate the required changes, at least according to teachers’ preferences regarding the nature of their professional training, the studied content, and the identity of their instructors.
