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1.
周红专 《湖南第一师范学报》2007,7(1):109-111
概而言之,翻译策略可划归为异化和归化两大范畴,它们构成一个连续体。影响翻译策略选择的众多因素的存在揭示了翻译的间性。翻译不是单主体性、单间性的活动,译者对某种翻译策略的选择实质是翻译的主体间性、文本间性、文化间性等间性交流对话的结果。 相似文献
2.
Yusuke Arano 《Journal of International and Intercultural Communication》2019,12(2):167-189
ABSTRACTThis article examines the notion of interculturality in face-to-face, multilingual, ordinary interactions. The focus is on how participants perform constituent actions by reference to members’ normative expectations to a specific membership category. Employing ethnomethodology and conversation analysis, this article elucidates interculturality is an interactional achievement in interaction. More specifically, I describe interactional practices for doubting others’ nationality and accounting for doubts accomplished by particular interactional practices in a specific interactional position. Analyzing these interactional contingencies produced by participants demonstrates that members’ practices to make interculturality relevant in a temporal unfolding of the activity and shows how they reflexively use interculturality as a resource for constituent actions. This study contributes to the existing literature on the interactional construction of international and intercultural communication, and on the situated, sequential, and embodied organization of interculturality. 相似文献
3.
Fred Dervin 《欧洲师范教育杂志》2015,38(1):71-86
The ‘intercultural’ is now omnipresent in most departments of teacher education in Europe and elsewhere. It can be implemented under the guise of, amongst others, multicultural, transcultural, global and/or development education. In this paper, I problematise post-intercultural teacher education. The context of this study is that of Finnish education. Famed worldwide for its ‘miraculous’ educational system, Finland is rarely talked about for dealing with diversities in education. In this article, I explore the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. I taught the course myself and decided that since only 8?h would be devoted to the issue of interculturality, the course would have to help the students to learn to develop quickly critical competences towards the many and varied approaches to diversities that are ‘available on the market’. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. Set in Israel, the documentary follows a class in a multicultural school in Tel Aviv during the second Gaza War in 2008–2009. I hypothesise that the documentary, which is often conflictual, would help me to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice. 相似文献
4.
Nieole C. Noble 《邢台职业技术学院学报》2005,22(6):35-39
Now more than ever teachers and those in teacher training positions are being confronted with the prevalence of multicultural and multilingual classroom environments. Along with this presence, they also face international and national policies which call for effective and successful strategy building for coping with diverse settings. This appeal often manifests with an inability on the teacher＇s part to effectively facilitate these multicultural classrooms, as well as an inability on the students＇ part to interact and finally contribute to a larger national and global goal of intercultural cooperation. A growing body of research suggests that as those in the field of teaching and teacher education seek to improve classroom techniques, curricula, and teaching practice in the area of diversity they continue to face disparaging and almost disillusioning results. What were traditionally seen as venues in dealing with issues in multiculturalism and diversity through multicultural education have been left unanswered？ The purpose of this article thus seeks to explore the pedagogical concept of intercultural education as a way to suggest discourse of dealing with the challenges to diversity in the classroom. 相似文献
5.
Olatz López-Fernández 《Cultura y Educación》2013,25(1):211-225
AbstractThis article describes the teaching experience gained from the introduction of the Spanish electronic European Language Portfolio (eELP+14) in the university teaching of the Erasmus Intensive Language Course (EILC) within the Vives Network of Universities. The aim was to seek the views of teachers during their first experimental work with undergraduates in relation to their learning of Catalan culture and language. A pilot study was carried out following a mixed methods methodology, with a QUAN+qual design, through two online ad hoc questionnaires (pretest-posttest). Overall, the tool has been assessed positively with regard to pedagogical aspects (reflection and self-evaluation of the Biography) and communication aspects (the linguistic profile of the Passport), although some difficulties have been highlighted concerning the time students need to dedicate to it and the amount of time they actually have, as well as the need to introduce technological and linguistic improvements. On the one hand, the eELP is recognized as an educational innovation which is entirely suitable for the current university context, and on the other hand, it is considered to have only a moderate influence in the learning of languages and cultures. 相似文献
6.
Pavlina Hadjitheodoulou-Loizidou Marianna Fokaidou Stelios Papamarkou 《Education 3-13》2013,41(5):532-546
The project My house of value was implemented at a fourth grade primary school classroom for 10-year-old students in Nicosia, Cyprus. The main goal of the project was to examine how pupils realise identity and diversity in their broad sense, how they deal with stereotypical thoughts and how they understand interaction in both positive and negative ways. This was achieved through certain activities during the art lesson, which gave them the opportunity to express themselves in various ways. The method included observation and discussion in classroom, analysis of teachers' diaries and students' works and interviews with students reflecting on the various activities of the project. The final results showed that many pupils could realise that the diversities between identities are more than similarities, but this fact was not necessarily negative. They also became aware of stereotypical thinking concerning the self and the other. They also realised the complication of human intercultural encounters since emotions and experiences are involved. Finally, they concluded that the different ways of knowing the other include different means of communication. The implementation of the project showed that such activities can have a positive impact on pupils especially if they are incorporated in everyday curriculum and classroom practice. 相似文献
7.
新媒体的快速发展成为加速人类社会全球化趋势的主要力量,也将人类社会文化的互动水平提升到一个复杂且高度互联的层面,但这同时也对跨文化交流提出挑战。当代中国要真正实现“大国崛起”,必须将文化输出机制打造为可持续发展力,在重塑我国优秀文化的基础上,通过更富情感的表达构筑中国形象;根据新媒体及各国受众群体的特点更具有针对性的进行输出,打造属于中国的文化品牌效应。 相似文献
8.
Julia Khrebtan-Hörhager 《Journal of International and Intercultural Communication》2017,10(3):255-271
This essay examines the topicality of intra-European intercultural tensions, focusing on German–Italian relations. Grounded in Burke’s interpretation of literature as “equipment for living,” this project uses Marisa Fenoglio’s Never without a woman—a novel about an Italian Gastarbeiter in Germany—as a case study and suggests a critical cultural analysis of German–Italian food-related rhetoric as reflective and constructive of German–Italian interculturality. This essay invites a nuanced understanding of the rhetoric of European foodways as representative of the contemporary European culture and intercultural communication because we are what we eat. 相似文献
9.
Kristen L. Nugent 《Educational Action Research》2020,28(3):497-517
ABSTRACT This article describes the experience of French language teachers as they explored interculturality within a collaborative professional development environment. Participants studied how to design culture lessons for their classrooms through the lens of Intercultural Communicative Competence with the support of theoretical frameworks for intercultural learning. The findings underscore a need for teacher professional development that creates space for teachers to explore topics of interest in an in-depth and collaborative manner, that makes time for exploration of theoretical frameworks, and that models practical strategies for embedding interculturality in curricula. Furthermore, this study reveals that explicit examples of intercultural lessons taught while using the target language are needed in order for language teachers to gain confidence in this area. 相似文献
10.
Rietje van Dam-Mieras Angelique Lansu Marco Rieckmann Gerd Michelsen 《Innovative Higher Education》2008,32(5):251-264
The purpose of this article is to describe a joint effort between three European and six Latin American universities to create
an international Master’s degree program on Sustainable Development and Management. Faculty members from these institutions
are working together on this unusual and innovative project, which recognizes the importance of ICT (Information and Communication
Technology) tools in international projects and programs. The article provides information about the ongoing interdisciplinary
and intercultural dialogue and the learning process that is occurring throughout the development of the program.
Rietje van Dam-Mieras holds a M.Sc. in Chemistry and Ph.D. in Biochemistry (Utrecht University) and is Professor in Natural Sciences, specifically Biochemistry and Biotechnology, at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are biotechnology and sustainable development. Angelique Lansu has a M.Sc. in Soil Science (Wageningen University), and she is Lecturer at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are earth sciences, e-learning, and education for sustainable development. Marco Rieckmann holds a Diploma in Environmental Sciences (University of Lüneburg) and is a Research Fellow at the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany. Special interests are education for sustainable development/global education, the concept of sustainability in North-South discourse, development theories and policy. e-mail: rieckmann@uni-lueneburg.de. Gerd Michelsen holds a Diploma in Political Economics (University of Freiburg), Dr. rer. pol. (University of Freiburg), Dr. phil. habil. (University of Hannover). He serves as the Director of the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany, and is also the UNESCO Chair of Higher Education for Sustainable Development at the same institution. Special interests are education and sustainability, higher education for sustainable development, and environmental and sustainability communication. 相似文献
| Marco RieckmannEmail: |
Rietje van Dam-Mieras holds a M.Sc. in Chemistry and Ph.D. in Biochemistry (Utrecht University) and is Professor in Natural Sciences, specifically Biochemistry and Biotechnology, at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are biotechnology and sustainable development. Angelique Lansu has a M.Sc. in Soil Science (Wageningen University), and she is Lecturer at the School of Science of the Open Universiteit Nederland, Heerlen, The Netherlands. Special interests are earth sciences, e-learning, and education for sustainable development. Marco Rieckmann holds a Diploma in Environmental Sciences (University of Lüneburg) and is a Research Fellow at the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany. Special interests are education for sustainable development/global education, the concept of sustainability in North-South discourse, development theories and policy. e-mail: rieckmann@uni-lueneburg.de. Gerd Michelsen holds a Diploma in Political Economics (University of Freiburg), Dr. rer. pol. (University of Freiburg), Dr. phil. habil. (University of Hannover). He serves as the Director of the Institute for Environmental and Sustainability Communication, University of Lüneburg, Germany, and is also the UNESCO Chair of Higher Education for Sustainable Development at the same institution. Special interests are education and sustainability, higher education for sustainable development, and environmental and sustainability communication. 相似文献