Abstract
This chapter discusses the importance of the concept of cultural diversity in language teaching. Internationalization at Home (IaH) practices in the literature illuminated the gap in putting internationalization crossways with intercultural learning, indicating the need to examine ways of integrating intercultural aspects such as cultural diversity in the internationalization of teaching and learning. Within this context, the chapter suggests the development of seminars based on a studied reading strategy entitled survey, question, read, recite, and review (SQ3R) in order to help Greeks comprehend the concept of cultural diversity by discussing the variation within a larger cultural group sharing a common basis. A lesson plan of such a seminar highlighting how the steps of implementing the SQ3R strategy could facilitate students' understanding and enhance their IaH experience is described. Recommendations for future research on the effectiveness of such seminars are offered suggesting their possible potential in becoming part of a language curriculum resource which could promote IaH.
TopIntroduction
Even though the international dimension of higher education is becoming increasingly important, it can also become complex and confusing (Knight, 2004). Knight (2007) argues that internationalization is a term used to discuss the international dimension of higher education but at the same time it means different things to different people being used in a multitude of ways causing thus confusion.
De Wit (2002)
states that for some internationalization of higher education involves international activities, for example academic mobility for students and teachers, academic partnerships and programs and research activities. For others, it means transnational education offering courses to other countries to branch campuses or franchises (Knight, 2007). Others tend to place internationalization in higher education within the frame of economic globalization and the trade in educational services all over the world (Svensson & Wihlborg, 2010).
One of the most frequently cited and accepted definition is the one by Knight (2008, p. 21) which dictates that internationalization of higher education means “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’. Knight (ibid, pp. 22-24) further argues that there are two components in the internationalization of higher education. She argues that one component refers to internationalization abroad related to mobility of both teachers and students, and mobility of projects, programs and providers (Knight, ibid). The other component refers to Internationalization at Home (IaH) helping students develop their international understanding and intercultural skills. As Knight (ibid) argues IaH seems to be curriculum-oriented where activities aim to prepare students engage in a globalized world include curriculum and programs, teaching and learning processes, extra-curricular activities, engagement with local cultural/ethnic groups, and research activities. It would be fair to add another frequently cited definition of IaH offered by Beelen and Jones (2015, p. 76) who argue that “Internationalization at Home is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments”.
A key issue refers to the relationship between IaH and Internationalization of the Curriculum (IoC) as discussed by Robson (2017). Robson (ibid) argues that a comprehensive approach to internationalization requires attention to be given to IaH with IoC contributing to this process. Robson (ibid) builds her argument by referring to earlier work by Hudzik (2011). Specifically, Robson (ibid) refers to Hudzik’s argument who asserts that IaH is the means to help higher education institutions train graduates who can live and work in global settings. Hudzik (as cited in Robson, 2017, p. 370) asserts that it is valuable to internationalize curriculum content (contexts, values and understandings), processes of teaching, learning and assessment, having in mind all skills and competences students (and staff) require while living and working in a borderless world. In addition, Robson (2015, as cited in Robson, 2017, p. 371) underlines the fact that IoC can provide the opportunity to review whether curriculum content and pedagogical approaches cultivate values, skills and mentalities associated with engaged global citizenship (Jones & Killick, 2013, as cited by Robson, 2015, p. 50).
Key Terms in this Chapter
Diversity: This refers to the observation of variation within a larger group sharing a common basis (Neneur, 2012 AU63: The in-text citation "Neneur, 2012" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Intercultural Learning: This refers to the acquisition of knowledge skills underpinning learners’ ability to both understand culture and communicate with people from different cultures of their own (Lane, 2012 AU64: The in-text citation "Lane, 2012" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Post Method Pedagogy: This refers to how teachers individually conceptualize language learning and teaching, their knowledge of the learners’ needs, interests, learning styles and their understanding of the teaching context ( Kumaravadivelu, 2001 ).
Survey, Question, Read, Recite, and Review (SQ3R): This is a reading technique which comprises of five steps helping students comprehend the important points when reading the sections of a reading text ( Robinson, 1946 )
Internationalization at Home (IaH): This is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments ( Beelen & Jones, 2015 , p. 76).
Internationalization of the Curriculum (IoC): The process of incorporating an international and intercultural dimension into teaching design and practice ( Leask, 2009 ; Leask & Bridge, 2013 AU65: The in-text citation "Leask & Bridge, 2013" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Erasmus: This is a program of the European Commission, which was launched in 1987 as a student exchange program.