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Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China

Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China

Lili Qin, Theresa D. Neimann
Copyright: © 2017 |Pages: 24
ISBN13: 9781522510499|ISBN10: 1522510494|EISBN13: 9781522510505
DOI: 10.4018/978-1-5225-1049-9.ch062
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MLA

Qin, Lili, and Theresa D. Neimann. "Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China." Encyclopedia of Strategic Leadership and Management, edited by Viktor Wang, IGI Global, 2017, pp. 890-913. https://doi.org/10.4018/978-1-5225-1049-9.ch062

APA

Qin, L. & Neimann, T. D. (2017). Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China. In V. Wang (Ed.), Encyclopedia of Strategic Leadership and Management (pp. 890-913). IGI Global. https://doi.org/10.4018/978-1-5225-1049-9.ch062

Chicago

Qin, Lili, and Theresa D. Neimann. "Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China." In Encyclopedia of Strategic Leadership and Management, edited by Viktor Wang, 890-913. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1049-9.ch062

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Abstract

Strategic leadership needs to address the improvement of multicultural awareness of foreign language learners in China in order to enhance students' intercultural competence (IC). As part of strategic leadership and management this should be one of the foremost tasks of foreign language education in the context of globalization. An analysis of the following factors: needs of society, school, teacher and students with consideration to Taba's 7-step curriculum design theory, led the researchers to conclude that the implementation of a series of innovative intercultural communication (IC) courses, called 4-D (four-dimension) IC modules which included Intercultural Communication Theory module, Chinese Culture module, World Cultures module (cultures from different countries) and Comparative Methodologies of Chinese & Western Cultures module was the defining factor that led to multicultural awareness. The curriculum was oriented to multicultural awareness development and carried out in a foreign language university in northeastern China. The result demonstrated that student IC awareness increased comparatively slight, without the training of the above courses, while that of the students participating in the courses was significantly higher, which means the expected goal of upgrading the IC of foreign language talents has been achieved.

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