東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Intercultural Competence and Its Ass...

Hernandez-Moreno, Beatriz.

FindBook

Google Book

Amazon

博客來

Intercultural Competence and Its Assessment: A Critical Contextualization = = La competencia intercultural y su evaluacion: Una contextualizacion critica.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Intercultural Competence and Its Assessment: A Critical Contextualization =/
其他題名:	La competencia intercultural y su evaluacion: Una contextualizacion critica.
作者:	Hernandez-Moreno, Beatriz.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	106 p.
附註:	Source: Masters Abstracts International, Volume: 57-01.
Contained By:	Masters Abstracts International57-01(E).
標題:	Sociolinguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10604820
ISBN:	9780355397574

Intercultural Competence and Its Assessment: A Critical Contextualization = = La competencia intercultural y su evaluacion: Una contextualizacion critica.
Hernandez-Moreno, Beatriz.

Intercultural Competence and Its Assessment: A Critical Contextualization =La competencia intercultural y su evaluacion: Una contextualizacion critica. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 106 p.

Source: Masters Abstracts International, Volume: 57-01.

Thesis (M.A.)--University of Maryland, Baltimore County, 2017.

As globalization shifts towards an increasingly more interconnected conception of the world, many nations, cultures and people find themselves in intercultural situations with an unprecedented regularity. When these intercultural encounters take place, an individual needs to apply what has come to be called "intercultural competence" in order to act and communicate "effectively and appropriately." Both public and private institutions, as well as scholars, have taken an interest in this new concept, and assessment tools to measure the degree that an individual may attain in such competence are now being used in a wide array of contexts. Assessing a concept whose meaning and implications are still being debated makes the task challenging, yet different fields are navigating these mostly-uncharted waters in search of the key that will enable intercultural competence to be taught, developed and assessed successfully in different situations. A critical mind, however, must ask some uncomfortable questions. What do labels like "effective," "appropriate" or "successful" imply when applied to intercultural exchanges and how do they impact our modern conception of intercultural competence? Which philosophical currents and ideas inform the requirements for an individual to qualify as interculturally competent, and how do these ideas fit into the current globalized era we live in? Is it possible to frame the contextualization of intercultural competence and its assessment by determining the gaps, flaws and limitations that its practical application possesses, and what does this mean for its future theoretical, conceptual and practical development? None of these questions has an easy answer. This paper hopes to shed some light on what lies behind intercultural competence and its assessment, at a philosophical, historical and practical level. After all, although the concept seems to be widely considered acceptable, positive and worth of encouragement, what is often overlooked is the fact that it was created within a specific system and born of a specific philosophy of mind, and thus fulfils a specific purpose in the delicate, imbalanced dynamics that exist between cultures and nations nowadays.

ISBN: 9780355397574Subjects--Topical Terms:

524467
Sociolinguistics.

Intercultural Competence and Its Assessment: A Critical Contextualization = = La competencia intercultural y su evaluacion: Una contextualizacion critica.
LDR:05435nmm a2200301 4500 001 2127736
005 20180105074619.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9780355397574
035 $a (MiAaPQ)AAI10604820
035 $a AAI10604820
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hernandez-Moreno, Beatriz. $3 3289907
245 1 0 $a Intercultural Competence and Its Assessment: A Critical Contextualization = $b La competencia intercultural y su evaluacion: Una contextualizacion critica.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 106 p.
500 $a Source: Masters Abstracts International, Volume: 57-01.
500 $a Adviser: Thomas Field.
502 $a Thesis (M.A.)--University of Maryland, Baltimore County, 2017.
520 $a As globalization shifts towards an increasingly more interconnected conception of the world, many nations, cultures and people find themselves in intercultural situations with an unprecedented regularity. When these intercultural encounters take place, an individual needs to apply what has come to be called "intercultural competence" in order to act and communicate "effectively and appropriately." Both public and private institutions, as well as scholars, have taken an interest in this new concept, and assessment tools to measure the degree that an individual may attain in such competence are now being used in a wide array of contexts. Assessing a concept whose meaning and implications are still being debated makes the task challenging, yet different fields are navigating these mostly-uncharted waters in search of the key that will enable intercultural competence to be taught, developed and assessed successfully in different situations. A critical mind, however, must ask some uncomfortable questions. What do labels like "effective," "appropriate" or "successful" imply when applied to intercultural exchanges and how do they impact our modern conception of intercultural competence? Which philosophical currents and ideas inform the requirements for an individual to qualify as interculturally competent, and how do these ideas fit into the current globalized era we live in? Is it possible to frame the contextualization of intercultural competence and its assessment by determining the gaps, flaws and limitations that its practical application possesses, and what does this mean for its future theoretical, conceptual and practical development? None of these questions has an easy answer. This paper hopes to shed some light on what lies behind intercultural competence and its assessment, at a philosophical, historical and practical level. After all, although the concept seems to be widely considered acceptable, positive and worth of encouragement, what is often overlooked is the fact that it was created within a specific system and born of a specific philosophy of mind, and thus fulfils a specific purpose in the delicate, imbalanced dynamics that exist between cultures and nations nowadays. $= As globalization shifts towards an increasingly more interconnected conception of the world, many nations, cultures and people find themselves in intercultural situations with an unprecedented regularity. When these intercultural encounters take place, an individual needs to apply what has come to be called "intercultural competence" in order to act and communicate "effectively and appropriately." Both public and private institutions, as well as scholars, have taken an interest in this new concept, and assessment tools to measure the degree that an individual may attain in such competence are now being used in a wide array of contexts. Assessing a concept whose meaning and implications are still being debated makes the task challenging, yet different fields are navigating these mostly-uncharted waters in search of the key that will enable intercultural competence to be taught, developed and assessed successfully in different situations. A critical mind, however, must ask some uncomfortable questions. What do labels like "effective," "appropriate" or "successful" imply when applied to intercultural exchanges and how do they impact our modern conception of intercultural competence? Which philosophical currents and ideas inform the requirements for an individual to qualify as interculturally competent, and how do these ideas fit into the current globalized era we live in? Is it possible to frame the contextualization of intercultural competence and its assessment by determining the gaps, flaws and limitations that its practical application possesses, and what does this mean for its future theoretical, conceptual and practical development? None of these questions has an easy answer. This paper hopes to shed some light on what lies behind intercultural competence and its assessment, at a philosophical, historical and practical level. After all, although the concept seems to be widely considered acceptable, positive and worth of encouragement, what is often overlooked is the fact that it was created within a specific system and born of a specific philosophy of mind, and thus fulfils a specific purpose in the delicate, imbalanced dynamics that exist between cultures and nations nowadays.
590 $a School code: 0434.
650 4 $a Sociolinguistics. $3 524467
650 4 $a International relations. $3 531762
650 4 $a Multicultural Education. $3 2122919
690 $a 0636
690 $a 0601
690 $a 0455
710 2 $a University of Maryland, Baltimore County. $b Intercultural Communication. $3 3281663
773 0 $t Masters Abstracts International $g 57-01(E).
790 $a 0434
791 $a M.A.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10604820