Intercultural competences

The aim of the paper is to report on the collaborative task-based case study that was organized bilaterally between the students at the University of Novi Sad and the University of Zadar, as a part of two translation courses, at the undergraduate and graduate level of studies. This study is part of some bigger research and the study presented in this paper has the following aims: to help the students gain intercultural competences by working collaboratively both in teams at the home university and online together with the students from the other country, using different virtual collaborative tools, and to face the challenge of organizing the translation project related to a specific task. Intercultural competences and the ability to cooperate are among the core competences that are required from a professional translator; however, these competences are not sufficiently covered by the learning objectives of curricula and syllabi at the university level. For that reason we wanted to focus on these competences to try to increase our students’ employability prospects. The study was qualitative and quantitative, based on process and product analysis. We used observation, questionnaires and analysis of the final product of translation to collect the data for the study. The results point to benefits of this approach as well as to the areas that are in need of improvement in this field.

This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William
Faulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.
Moreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’
and ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of
‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements
such as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration
and it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on
and then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse
time’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,
will be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s
concept of time which is classified into categories of order, duration, and frequency as well as their subcategories
(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.
Keywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily

This paper presents the results of a survey conducted among Croatian elementary school students learning English and German as a foreign language to investigate the level of their intercultural knowledge and attitudes. The initial hypothesis was that despite its importance the concept of interculturalism has not yet been sufficiently developed in Croatia due to the coexistence of people of different nationalities. The analysis of the results focuses on the attitudes of the students towards nations whose language they are (not) learning. The target group consisted of younger teenagers who had been lerning English or German as a first foreign language for 7 years.

Las competencias ejecutivas se refieren al conjunto de conocimientos, habilidades, destrezas y actitudes que son aplicados por los colaboradores en el desempeño de su cargo u ocupación; esto en correspondencia con el principio de idoneidad demostrada y los aspectos técnicos, productivos y de servicio requeridos, así como los estándares de calidad, productividad y competitividad, que se exigen para el adecuado desenvolvimiento de sus funciones.

L’éducation au patrimoine devient de plus en plus importante dans les contextes éducatifs et patrimoniaux. Les décideurs politiques des institutions
de l’UE (Conseil de l’Europe et Commission européenne) ainsi que les organisations mondiales - telle que l’UNESCO - promeuvent
à la fois la protection de notre culture mais aussi celle du patrimoine naturel ainsi que l’usage du patrimoine visant à l’enrichissement de
la procédure d’apprentissage des personnes en général et des jeunes en particulier. Aussi bien les deux axes de protection du patrimoine
d’un côté que l’éducation au patrimoine de l’autre, semblent être bénéfiques l’un pour l’autre. Les apprenants doivent prendre conscience
de la valeur intrinsèque du patrimoine ainsi que de sa valeur pour leur propre apprentissage et processus de développement. Le patrimoine
serait par la même d’autant plus apprécié et sa préservation gagnerait en conséquence plus de soutien. Les professionnels du patrimoine
et de l’éducation en bénéficieraient ; mais le plus important reste que les apprenants expérimentent un environnement éducatif riche qui
soutiendrait et améliorerait leur processus d’apprentissage. C’est à partir de cette base qu’un nombre important de partenaires des mondes
éducatifs et patrimoniaux décidèrent de lancer un projet visant à l’acquisition de compétences clés pour l’apprentissage tout au long de la vie,
au travers de l’éducation au patrimoine (Aqueduct). Le nom du projet se réfère aux processus d’acquisition des compétences ; en utilisant un
aqueduct comme un logo, on montre combien il est important de combler les lacunes et de créer un flux d’informations grâce à des systèmes
de canaux afin de permettre à différents groupes de bénéficier de nos cultures et de nos ressources naturelles communes.
Ce manuel reflète l’approche du projet Aqueduct. Il se base sur les relations qui existent entre l’éducation au patrimoine et l’éducation basée
sur les compétences, et tout particulièrement sur l’acquisition des compétences clés tout au long de la vie, recommandées par la Commission
européenne. Les concepts d’éducation au patrimoine et d’éducation basée sur les compétences sont liés. Nous les présenterons. La relation
mutuelle des bénéfices est clarifiée. Par ailleurs, les exigences qui permettent aussi bien aux élèves/étudiants qu’aux professeurs d’apprendre
de façon optimale dans un environnement riche et inspirant, sont identifiées et élaborées.
Les annexes ont été ajoutées pour offrir des idées et des outils utiles à la construction d’approches de compétences particulières, conduites
par l’éducation au patrimoine. Sont inclus dans le manuel : l’approche « storyline », l’apprentissage par l’action, l’apprentissage basé sur une
problématique, l’apprentissage en coopération (en groupe), l’apprentissage par « un guide découverte ». On se rend compte, au travers du
projet Aqueduct, que toutes ces approches sont pertinentes et applicables et que nous avons finalement identifié « le storyline » comme la
meilleure approche d’enseignement qui répond aux besoins de l’éducation au patrimoine basée sur les compétences.
Nous espérons qu’Aqueduct contribuera à l’introduction de l’éducation et de l’apprentissage basés sur les compétences ainsi qu’à l’intérêt et
à la facilité d’accès au patrimoine culturel.

The survey featuring foreign students of a college in China reveals that (1) they know artifact part of culture well but do not understand the conceptual and behavioral parts of Chinese culture, (2) they have stereotypes of Chinese people's ethics and beliefs, (3) they do not have many optional routes to learn Chinese culture, (4) their interest mainly falls on Chinese people's relationship with nature and interpersonal relationship.

In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as "the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations", is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teachers' IC development. In this context, it was necessary to identify innovative practices for overcoming barriers in the development of intercultural and democratic competences (IDC) of teachers. Given t...

In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as “the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations”, is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teacher´s IC development. The conceptual framework presented in this report aims at providing, for the purpose of the research project, a model of reference for the development of IC in teacher’s education in Europe. It ...

In recent years, the reflection on intercultural education has
focused on the importance of managing everyday situations
in intercultural contexts. This focus is generally recognized
as fundamental for the shift from the perspective of multiculturalism
to a more interculturalist approach. An example
of the interculturalist turn can be found in the EU document
White Paper on Intercultural Dialogue ‘Living Together As
Equals in Dignity’, which promotes the intercultural
approach in education. In this article, referring to the later
works by Michel de Certeau I will propose a theorization of
the concept of everyday life, taken for granted as selfevident
by the EU document and by most of the promoters
of interculturalism. Furthermore, I will propose some possible
deepening of it. Moreover, I will suggest that through
the concept of everyday proposed by de Certeau it is possible
to think of more creative ways to deal with cultural
diversity.

Učitelji v obmejnem prostoru so v razredu nenehno izpostavljeni situacijam, za katere je značilna izrazita jezikovna in kulturna raznolikost. V prispevku je predstavljen model tako imenovanih čezmejnih razredov, ki je bil razvit v okviru projekta EDUKA2. Pri tem je izpostavljena zlasti vloga učitelja kot reflektivnega praktika, ki predpostavlja znanje, spretnosti in osebnostne lastnosti, s katerimi se bo ta sposoben soočiti z izzivi sodobnega razreda. V empiričnem delu je predstavljena raziskava, katere namen je bil učitelje spod-buditi k refleksiji in kritičnemu razmisleku o tem, kakšne spremembe bi lahko uvedli pri svojem pedagoškem delu na osnovi znanja in izkušenj, pridobljenih na usposabljanju v okviru projekta. Rezultati kažejo, da se učitelji zavedajo prednosti, ki jih nudi čezmejni prostor, in da so pripravljeni uvesti spremembe v svojo pedagoško prakso. Ključne besede: čezmejni razredi, sodobna didaktična izhodišča, medkulturne kompe-tence učiteljev, učitelj kot reflektivni praktik.

Reflecting upon the Role of Teacher in the Cross-Border Territory Teachers in cross-border regions are constantly exposed to situations which are characterised by a rich linguistic and cultural diversity. The article presents the model of cross-border classrooms which was developed in the project EDUKA2. A special emphasis is paid to the role of teacher as reflective practitioner which presupposes knowledge, skills and personality traits necessary for meeting the challenges of the contemporary classroom. The empirical part presents the results of a study aimed at encouraging teachers to reflect upon their teaching and critically examine which changes they could implement in their work on the basis of the knowledge and experiences gained during the project training activities. The results indicate that the teachers are well aware of the benefits provided by the cross-border territory and are willing to implement changes in their teaching practice.

Nowadays, we are living in a world wherein the education is becoming more and more a self-development process for both its ends teacher and student. The former must apply a trans-disciplinary approach during the development process of student's knowledge. In my point of view, when planning classes and curriculums, it is crucial to take into consideration the psycho-social traits and particularities of the participants and to elaborate methodologies based on active, non-formal strategies. In order to accomplish this very purpose, the institution of school must be cultural first but also multicultural.This should be the main
objective of education in the Romanian society, given that several nationalities coexist for centuries in the same geographical area, especially in Transylvania (i.e. Hungarians, Germans, Gypsies). This research is a psycho-pedagogical experiment
consisting in the implementation of an intercultural educational program, addressing teenagers in two of the most representative high-schools in Targu-Mures (a city from Transylvania renowned for its diversion of minorities).

In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as “the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations”, is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teacher´s IC development. The conceptual framework presented in this report aims at providing, for the purpose of the research project, a model of reference for the development of IC in teacher’s education in Europe. It ...

Television series and shows are important cultural artefacts and thus, are widely used as they serve to develop both linguistic as well as intercultural competence. With an internet connection, anybody can have access to any TV series, and experience the televised journey from anywhere in the World. Thus, taking this knowledge into account, in my essay, I will be theoretically elaborating on the following research questions: (1) To what degree do tv series (version original) develop intercultural competence? (2) From whose perspective is this intercultural competence developed? The first research question will be explored by establishing fiction audiovisual as intercultural spaces of mediation and then assessing the degree of intercultural competence they develop using process model of intercultural competence by Deardorff. The second research question will be explored by analyzing the dominant flow of media in the form of 10 most popular tv series of 2016 and through 'theory of hegemony' and McLuhan's 'the medium is the message' of cultural communication.

Intercultural and interreligious dialogue through the eyes of Tullio Tentori and Arnaldo Nesti, two preminent protagonists of the contemporary sociological universe.
Il dialogo interculturale e interreligioso attraverso lo sguardo di Tullio Tentori e Arnaldo Nesti, due protagonisti dell'universo sociologico contemporaneo.

This paper is based on the findings of a survey on 120 students involved in the Interdisciplinary Course on Intercultural
Competences (ICIC), a three‐year EU Lifelong Intensive Program project aimed at developing intercultural competency in the
education, social work and health care professions. The Program approached intercultural competency as a culturally aware
ability to cope with unfamiliar situations continuously arising in the current ever‐changing society, in which learning has
become an “endemic condition”, and the new media have created symbolic resources for actively expressing and constructing
identities as an in‐progress and negotiated project. Intercultural competency is therefore rethought from a holistic
perspective as a part of an educational mission that particularly values one’s communicative and social experiences as a
strategic resource for facilitating learning processes and enhancing professional competency. The presented data show
sociality as a clustering factor for intercultural learning and displays a factorial structure, from which a model for
intercultural education is inferred, in which bridging social capital, media practice and reflective attitude become crucial for
gaining and valuing competency in terms of human capital.
Keywords
Intercultural competency, lifelong learning, experience, convergence, bridging social capital

Learning materials are powerful resources in facilitating students’ intercultural communication competence; therefore, this study aims to investigate the cultural contents presented in the textbook for Year 11 students in Indonesian secondary schools. This study employed a content analysis approach based on the framework by Cortazzi and Jin (1999). The texts, dialogues and images in the textbook were analyzed to understand which culture they represent. The textbook contains elements of the target culture, native culture and other international cultures in varying degrees. The dominant culture presented in the textbook is the target culture (57.6%). Elements of native culture represent about one-third of the content (30.3%). However, the content related to other international cultures is very limited (12.1%). When there is a lack of exposure to international cultures, students’ cognitive and affective skills may subsequently reduce and this leads to difficulty in developing their intercultural competence. Revision to some parts of the textbook should be done to meet the ideal requirements. The study provides insights into the cultural contents of the ELT textbook used in Indonesian secondary schools and it suggests that the textbook should be revised to meet the requirement of intercultural competence.

The current state of ethnic-national structure of the population of Ukraine and Kharkiv region has been defined. On the basis of the concept documents analysis (The Concept of the Civil Education of an Individual, the Concept of the Humanitarian Development of Ukraine, the Concept of National-Patriotic education of children and the youth, and others) along with contemporary educational programs ("The Culture of the Good Neighbourliness", "A Person in a Poly-cultural Society", "The Basics of the Good Neighbourliness", "The Comparative-culturological ethnic pedagogics" and others) a survey of prospect development models has been made under conditions of ethno-cultural diversity of the Ukrainian society. Ideas by J. Banks as for the polycultural education model and the principle of the double entrance of a component into the system (V. Lednev) are laid into the ground of creating a multi-cultural educational environment, which enforces formation of the readiness for professional activity in the condition of ethno-cultural diversity of

In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as "the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations", is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teachers' IC development. In this context, it was necessary to identify innovative practices for overcoming barriers in the development of intercultural and democratic competences (IDC) of teachers. Given t...

The aim of the paper is to report on the collaborative task-based case study that was organized bilaterally between the students at the University of Novi Sad and the University of Zadar, as a part of two translation courses, at the undergraduate and graduate level of studies. This study is part of some bigger research and the study presented in this paper has the following aims: to help the students gain intercultural competences by working collaboratively both in teams at the home university and online together with the students from the other country, using different virtual collaborative tools, and to face the challenge of organizing the translation project related to a specific task. Intercultural competences and the ability to cooperate are among the core competences that are required from a professional translator; however, these competences are not sufficiently covered by the learning objectives of curricula and syllabi at the university level. For that reason we wanted to f...

This paper explores intercultural competencies in Georgian, Armenian and Azerbaijanian students. Furthermore, it aims to study bases of effective intercultural communication in the representatives of the selected ethnic groups. Such terms as intercultural competency and its antonymethnocentrism are discussed in the study as the characteristics of intercultural sensitivity, which in turn is the bases of effective intercultural communication. The article presents the results of the focus-group discussions. The participants of the focus-groups were Georgian ethnic groups studying in public universities of Akhaltsikhe and Tbilisi State Universities, as well as Armenian and Azerbaijanian ethnic minorities who are involved in the first stage of the programme "four plus one" of the same universities. The following themes have been studied: self-assessment, assessment of others, traits by which ethnic groups describe themselves and other groups, relationship between ethnic groups, knowledge of the traditions and costumes and cultural peculiarities of ethnic groups. The results were analysed in the continuum of the concepts of ethnosentrism and ethnorelativity. The study results reveal that Georgian, Azerbaijanian and Armenian students differ in terms of their intercultural competencies, namely: ethnocentric tendencies are clearly revealed in Armenian students especially towards Azerbaijanians, but not so clearly towards Georgians. Some tendencies of ethnorelativism can also be seen in Armenian students. Azerbaijanian youth demonstrate ethnorelative attitudes towards Georgians, however, they are clearly ethnocentric towards Armenians.

L'enseignement/apprentissage des langues étrangères, quelque soit le contexte et les objectifs de l'apprentissage, ne peut se permettre de faire l'impasse sur les aspects d'ordre culturel de la langue cible. Ces aspects de la langue s'ouvrent sur de telles dimensions (sociales, économiques, géographiques, littéraires, politiques, etc.) que son enseignement pose difficultés. Que doit-on enseigner ? Dans quelle mesure ? Quel rapport avec la langue ? Avec l'apprenant ? Le défi  de l'enseignant est d'enseigner tout autant la langue que la culture cible. Ainsi se développe la notion d'interculturel en didactique des langues. Enseignant et apprenants s'interrogent alors sur  le rapport qu'entretiennent les deux langues-cultures, la/les langue/s-culture/s d'origine et la langue/culture cible, mais également sur leur propre rapport à l'Autre, à la différence. Différentes approches sont retenues qu'il s'agisse de celle de Byram et Zarate, dans une perspective socio-culturelle, ou de Beacco dans une approche par compétences. Toutes se donnent comme objectif de permettre aux apprenants de développer un esprit de critique et d'analyse face à l'Autre, à ses façons de parler et d'agir afin de savoir prendre du recul sur soi, sur ses préjugés et ses représentations.
Cet enseignement des compétences (inter)culturelles lance un défi aux praticiens, chercheurs, didacticiens et pédagogues. Un défi qui contient de multiples questions : comment appréhender l'Autre ? quels outils didactiques développer pour faciliter le développement de compétences interculturelles ? comment sensibiliser les apprenants à leur différence et à celle de l'Autre ?comment évaluer cette compétence spécifique ?
La question de l'évaluation demeure centrale dans cette approche culturelle de l'enseignement/apprentissage des langues étrangères. En effet la compétence interculturelle est un processus en perpétuelle évolution. Par ailleurs elle reste parfois peu visible et de ce fait difficilement évaluable. Il se pose également la question de la subjectivité tant de l'enseignant que de l'apprenant. Des questions d'ordre déontologique. Pour essayer d'apporter une contribution à cette problématique de l'évaluation des compétences interculturelles dans l'enseignement des langues étrangères nous présenterons les résultats de deux expériences menées auprès d'étudiants français en didactique du Français Langue Étrangère (désormais F.L.E.) et d'apprenants originaires de Chine du Français sur Objectif Universitaire (désormais F.O.U.).  Dans une première partie nous reviendrons sur les aspects théoriques retenus pour soutenir notre réflexion et nous présenterons par la suite plus précisément les deux expériences dont les résultats nous permettrons, dans un troisième temps, de réfléchir à l'évaluation de la compétence interculturelle lors de l'enseignement d'une langue étrangère.

Competencias investigativas y formación de jóvenes investigadores en educación media1
Resumen
Este escrito se desprende del desarrollo del proyecto de investigación en curso, Aprendizaje cooperativo: una estrategia para el fortalecimiento de las competencias investigativas en la formación de jóvenes investigadores en la educación media, cuyo problema tiene que ver con el aprender haciendo.
Esta es una investigación mixta que se enmarca en el enfoque Investigación Acción y que aporta al papel que desempeña el docente como docente e investigador de su propio ejercicio pedagógico.
La tesis es que las competencias investigativas impartidas en la educación media por parte del Programa de Articulación, entre la Educación Media y la Educación Superior FESAD-UPTC, posibilitan una inmersión primaria en el campo científico, a través de talleres y actividades de tipo investigativo como una forma de iniciación de los futuros jóvenes investigadores.
Con el objetivo de lograr una formación de jóvenes investigadores preparados para abordar la cultura científica desde la educación media se aborda una exploración conceptual de temas relacionados con investigación para encontrarnos con la experiencia pedagógica donde las competencias investigativas se entroncan y fortalecen el proceso de aprendizaje (saber-saber y saber-hacer) de los estudiantes de educación media.
En este escrito se presentan algunas nociones acerca del Programa de Articulación de la FESAD-UPTC con algunos colegios de la región. Luego se esbozan inquietudes respecto de la cátedra de competencias investigativas en el colegio, donde influyen algunos inconvenientes asociadas a las dinámicas de propias del tradicionalismo en las aulas de los colegios.

En el estudio de la participación de las familias en los centros educativos es indispensable analizar qué canales de comunicación se utilizan entre padres y docentes, ya que éstos se consideran uno de los principales factores que influyen en la creación de dinámicas positivas entre ambos agentes. En este contexto, el presente artículo aborda un ámbito de la comunicación poco estudiado en España: el de las Tecnologías de la Información y la Comunicación para la relación familia-escuela. A partir de un trabajo etnográfico que ha durado 9 meses y se ha realizado en 20 centros de primaria, mostramos cuáles son los recursos digitales más utilizados, qué tipo de informaciones fluctúan a través de éstos y cuáles son las actitudes de maestros y progenitores hacia estas nuevas herramientas.

The current state of ethnic-national structure of the population of Ukraine and Kharkiv region has been defined. On the basis of the concept documents analysis (The Concept of the Civil Education of an Individual, the Concept of the Humanitarian Development of Ukraine, the Concept of National-Patriotic education of children and the youth, and others) along with contemporary educational programs (“The Culture of the Good Neighbourliness”, “A Person in a Poly-cultural Society”, “The Basics of the Good Neighbourliness”, “The Comparative-culturological ethnic pedagogics” and others) a survey of prospect development models has been made under conditions of ethno-cultural diversity of the Ukrainian society.
Ideas by J. Banks as for the polycultural education model and the principle of the double entrance of a component into the system (V. Lednev) are laid into the ground of creating a multi-cultural educational environment, which enforces formation of the readiness for professional activity in the condition of ethno-cultural diversity of the modern society among future pedagogues. The foreign students’ contingent resource – the carriers of different cultures – has been offered to be involved in the process of intercultural competence formation of future pedagogues more actively.
Key words: education, culture, ethno-cultural diversity, society, training, upbringing, intercultural competence.

In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as "the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations", is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teachers' IC development. In this context, it was necessary to identify innovative practices for overcoming barriers in the development of intercultural and democratic competences (IDC) of teachers. Given t...

Background and Purpose: Learning materials are powerful resources in facilitating students’ intercultural communication competence; therefore, this study aims to investigate the cultural contents presented in the textbook for Year 11 students in Indonesian secondary schools.  Methodology: This study employed a content analysis approach based on the framework by Cortazzi and Jin (1999). The texts, dialogues and images in the textbook were analyzed to understand which culture they represent.  Findings: The textbook contains elements of the target culture, native culture and other international cultures in varying degrees. The dominant culture presented in the textbook is the target culture (57.6%). Elements of native culture represent about one-third of the content (30.3%). However, the content related to other international cultures is very limited (12.1%). When there is a lack of exposure to international cultures, students’ cognitive and affective skills may subsequently reduce and...

Background and Purpose: Learning materials are powerful resources in facilitating students' intercultural communication competence; therefore, this study aims to investigate the cultural contents presented in the textbook for Year 11 students in Indonesian secondary schools. Methodology: This study employed a content analysis approach based on the framework by Cortazzi and Jin (1999). The texts, dialogues and images in the textbook were analyzed to understand which culture they represent. Findings: The textbook contains elements of the target culture, native culture and other international cultures in varying degrees. The dominant culture presented in the textbook is the target culture (57.6%). Elements of native culture represent about one-third of the content (30.3%). However, the content related to other international cultures is very limited (12.1%). When there is a lack of exposure to international cultures, students' cognitive and affective skills may subsequently reduce and this leads to difficulty in developing their intercultural competence. Revision to some parts of the textbook should be done to meet the ideal requirements.

The aim of the paper is to report on the collaborative task-based case study that was organized bilaterally between the students at the University of Novi Sad and the University of Zadar, as a part of two translation courses, at the undergraduate and graduate level of studies. This study is part of some bigger research and the study presented in this paper has the following aims: to help the students gain intercultural competences by working collaboratively both in teams at the home university and online together with the students from the other country, using different virtual collaborative tools, and to face the challenge of organizing the translation project related to a specific task. Intercultural competences and the ability to cooperate are among the core competences that are required from a professional translator; however, these competences are not sufficiently covered by the learning objectives of curricula and syllabi at the university level. For that reason we wanted to f...

"La integración de competencias interculturales en el currículum de la universidad es una necesidad justificada por las políticas educativas y la configuración de nuestra sociedad actual. El presente capítulo tratará sobre su integración en el currículum universitario. El contenido se ha articulado en torno a cuatro apartados. El primero explica los motivos por los que puede considerarse dicha integración una cuestión pertinente para la universidad española. Seguidamente se clarificará conceptualmente la noción de competencias interculturales presentando sus bases teóricas así como sus autores más relevantes. A continuación se presentarán las tres modalidades de integración curricular con las que se puede plantear el desarrollo de competencias en la universidad; presentándose algunos ejemplos relativos a la integración de las competencias interculturales universidades de España. El capítulo finalizará con una reflexión de las autoras sobre la clara vinculación entre las competencias interculturales y la ciudadanía. En este capítulo se ha intentado citar, fundamentalmente, a autores y autoras españoles/as dado que es un campo de estudio relativamente novedoso y las autoras consideran el valor de difundir los avances en el campo de investigadores de nuestro país. "

RESUMEN
Durante una investigación llevada a cabo durante 6 años entre España y México, hemos observado cinco centros educativos. En todos los centros, multiculturales, observamos el fenómeno sobre el fracaso y/o éxito educativo y sobre la superación de la etapa secundaria por parte del alumnado. Realizada una Investigación Aplicada Implicada (Santaolalla, 2016a), nos preguntamos en qué grado el fenómeno cultural y de clase social repercuten sobre dicha superación. Desde la observación participativa inicial, surgía una primera inquietud: sabiendo que los cinco centros (públicos, privados, del "centro" y la "periferia" de la ciudad, "ricos" y "pobres") son multiculturales, ¿por qué en unos funciona el sistema educativo y en otros no? Si no es referente exclusivamente a dicha multiculturalidad, debe haber otro factor de incidencia. El resultado muestra que, si bien la multiculturalidad es un aspecto esencial a tener en cuenta en los planes de actuación educativos, es decir, las competencias interculturales, nos estamos olvidando de otro factor clave: la clase social (que opera como sistema de segregación). Centrando su enfoque en la inclusión, equidad y justicia social, el presente artículo pretende mostrar cómo la Educación debe vertebrarse en la enseñanza de competencias interculturales e intersociales, para dar respuesta a las necesidades del presente y para el futuro.

ABSTRACT
During a research carried out for 6 years between Spain and Mexico, we have been observing five Secondary schools. In all these multicultural educational centers, we observed the phenomenon about 'failure' and/or educational 'success' and how students overcome (or not) Middle School. Carried by an Implied-Applied Research (Santaolalla, 2016a), we questioned in what grade the cultural and the social class phenomenons impact on this 'overcoming'. From an initial participative observation, a first concern arises: knowing that the five schools (public, private, at the 'center' and the 'periphery' of the city, 'rich' and 'poor', ...) are multicultural, Why Educational systems works in some schools and does not in others? If it is not exclusively related to multiculturality, there must be another impact factor. Result shows that, although multiculturalism is a mandatory aspect to be taken into account in educational action plans, we are forgetting about another key factor: social class (as it operates as a segregation system). Focusing in inclusion, equity and social justice, the present article aims to show how the teaching-learning process needs to provide Intercultural and Intersocial Competences as the backbone of Education to answer the present and future needs.

"Interculturalidad y Transversalidad : competencias necesarias para la empresa del S. XXI" WWW.CCLAM.ORG Introducción al problema y objeto de este análisis Para abordar y comprender este espinoso tema de las competencias clave, que podremos denominar comportamentales e interculturales y que están vinculadas a lo que conocemos como actitudes y aptitudes, necesitaremos aplicar una óptica multidisciplinar que se sustente en la constante retroalimentación [Conocimiento-Acción-Experiencia-Evaluación-Organización/Modelización-Transmisión-Conocimiento-Estrategia-Acción-…] y en la transversalidad. Siguiendo estos principios de base, podremos desarrollar, transmitir y promocionar las competencias clave necesarias para hacer frente a los conflictos de una globalización creciente, tanto del capital como del trabajo, globalización que está transformando las sociedades tradicionales en sociedades multiculturales, carentes de cohesión y abocadas a la dilución de sus valores, en unos casos, y a la compartimentalización, en otros. Este fenómeno, cuando se produce al mismo tiempo y en el mismo territorio, genera sociedades débiles, manipulables hasta el conflicto interno y con referencias culturales difusas que conducen hacia lo irracional y hacia la violencia social, lo que no solo es factor de ineficiencia y de decadencia, además constituye un auténtico peligro para la democracia. "Por lo tanto, construir un modelo comportamental, intercultural y transversal de competencias, se ha convertido en una misión ineludible. Este modelo se estructura en torno a la evaluación de experiencias y a la organización de las mismas en un corpus formativo coherente y transferible, desarrollado a partir de la interacción lengua-cultura.".

This paper is based on the findings of a survey on 120 students involved in the Interdisciplinary Course on Intercultural Competences (ICIC), a three-year EU Lifelong Intensive Program project aimed at developing intercultural competency in the education, social work and health care professions. The Program approached intercultural competency as a culturally aware ability to cope with unfamiliar situations continuously arising in the current ever-changing society, in which learning has become an "endemic condition", and the new media have created symbolic resources for actively expressing and constructing identities as an in-progress and negotiated project. Intercultural competency is therefore rethought from a holistic perspective as a part of an educational mission that particularly values one's communicative and social experiences as a strategic resource for facilitating learning processes and enhancing professional competency. The presented data show sociality as a clustering factor for intercultural learning and displays a factorial structure, from which a model for intercultural education is inferred, in which bridging social capital, media practice and reflective attitude become crucial for gaining and valuing competency in terms of human capital.