Journal
TEACHING IN HIGHER EDUCATION
Volume 26, Issue 6, Pages 790-805Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13562517.2019.1686698
Keywords
Intercultural competence; language awareness; metaphor use; higher education; internationalisation
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Funding
- Teaching Development Fund at the University of Bath
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The study investigated the role of language in the development of intercultural competence, revealing how language choices and style can either enhance or inhibit the development of intercultural competence.
Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions itself as internationally engaged and globally recognised. The project employed a multiple-case study design, examining eight academic programmes drawn from four different broad disciplinary groupings: social sciences, science, engineering, and management. Data were collected through individual, focus group and stimulated recall interviews, the latter using class observation recordings as a stimulus. The study revealed the ways in which language was exploited by both staff and students to convey particular meanings within an intercultural context. It was found that language choices, register and style were perceived as contributing to the pragmatic impact of either reinforcing barriers to or promoting intercultural competence development.
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