'Recognising' intercultural learning in the ELT classroom: a phenomenological approach.

Victoria Perselli; Diana Moehrke-Rasul

'Recognising' intercultural learning in the ELT classroom: a phenomenological approach.

Victoria Perselli (Contributor), Diana Moehrke-Rasul (Contributor)

Research output: Contribution to conference › Paper › peer-review

Abstract

This paper presentation will explain how a research project was developed that incorporates three existing sources: A strategic literature review on pedagogic approaches to internationalisation in HE (Perselli and Moehrke-Rasul, in press); preliminary findings from Diana‘s PhD investigation into lived experiences of intercultural learning (Moerhke-Rasul, in preparation) and the findings from our faculty-funded practitioner research on 'Students as Resourceful Peers‘, 2013-14 (Moehrke-Rasul and Perselli, in preparation), combined with the experiential and empirical basis for the current research, namely our practice with students on the MA Education (English Language Teaching) programme, 2014-15.

Original language	English
Publication status	Published - 19 Jun 2015
Externally published	Yes
Event	Kingston Educational Research Network (KERN) Forum: Engagement and Collaboration - Kingston, U.K. Duration: 19 Jun 2015 → 19 Jun 2015

Conference

Conference	Kingston Educational Research Network (KERN) Forum: Engagement and Collaboration
Period	19/06/15 → 19/06/15

Bibliographical note

Impact: This presentation illustrates how a praxis-theory of internationalisation in HE is being constructed, using three key concepts from our prior research and teaching, namely, inter-cultural learning, resourcefulness and recognition. The field of internationalisation is marked by an absence of practice narratives that illustrate the lived experiences of students and teachers in 'internationalised' settings. We show how, through our various data gathering activities and their analysis, our practice in the field of ELT has radically changed, with students' prior experiences, their engagement and participation in the programme now foregrounded in curriculum design and delivery.

Organising Body: Kingston University Centre for Higher Education Research and Practice

Keywords

Education
English language teaching
globalisation
higher education
inter-cultural learning
internationalisation
phenomenology
recognition
resourcefulness

Access to Document

Perselli-V-31980Other version, 1.17 MBLicence: Unspecified

Cite this

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title = "'Recognising' intercultural learning in the ELT classroom: a phenomenological approach.",

abstract = "This paper presentation will explain how a research project was developed that incorporates three existing sources: A strategic literature review on pedagogic approaches to internationalisation in HE (Perselli and Moehrke-Rasul, in press); preliminary findings from Diana{\textquoteleft}s PhD investigation into lived experiences of intercultural learning (Moerhke-Rasul, in preparation) and the findings from our faculty-funded practitioner research on 'Students as Resourceful Peers{\textquoteleft}, 2013-14 (Moehrke-Rasul and Perselli, in preparation), combined with the experiential and empirical basis for the current research, namely our practice with students on the MA Education (English Language Teaching) programme, 2014-15.",

keywords = "Education, English language teaching, globalisation, higher education, inter-cultural learning, internationalisation, phenomenology, recognition, resourcefulness",

author = "Victoria Perselli and Diana Moehrke-Rasul",

note = "Impact: This presentation illustrates how a praxis-theory of internationalisation in HE is being constructed, using three key concepts from our prior research and teaching, namely, inter-cultural learning, resourcefulness and recognition. The field of internationalisation is marked by an absence of practice narratives that illustrate the lived experiences of students and teachers in 'internationalised' settings. We show how, through our various data gathering activities and their analysis, our practice in the field of ELT has radically changed, with students' prior experiences, their engagement and participation in the programme now foregrounded in curriculum design and delivery. Organising Body: Kingston University Centre for Higher Education Research and Practice; Kingston Educational Research Network (KERN) Forum: Engagement and Collaboration ; Conference date: 19-06-2015 Through 19-06-2015",

year = "2015",

month = jun,

day = "19",

language = "English",

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TY - CONF

T1 - 'Recognising' intercultural learning in the ELT classroom

T2 - Kingston Educational Research Network (KERN) Forum: Engagement and Collaboration

A2 - Perselli, Victoria

A2 - Moehrke-Rasul, Diana

N1 - Impact: This presentation illustrates how a praxis-theory of internationalisation in HE is being constructed, using three key concepts from our prior research and teaching, namely, inter-cultural learning, resourcefulness and recognition. The field of internationalisation is marked by an absence of practice narratives that illustrate the lived experiences of students and teachers in 'internationalised' settings. We show how, through our various data gathering activities and their analysis, our practice in the field of ELT has radically changed, with students' prior experiences, their engagement and participation in the programme now foregrounded in curriculum design and delivery. Organising Body: Kingston University Centre for Higher Education Research and Practice

PY - 2015/6/19

Y1 - 2015/6/19

N2 - This paper presentation will explain how a research project was developed that incorporates three existing sources: A strategic literature review on pedagogic approaches to internationalisation in HE (Perselli and Moehrke-Rasul, in press); preliminary findings from Diana‘s PhD investigation into lived experiences of intercultural learning (Moerhke-Rasul, in preparation) and the findings from our faculty-funded practitioner research on 'Students as Resourceful Peers‘, 2013-14 (Moehrke-Rasul and Perselli, in preparation), combined with the experiential and empirical basis for the current research, namely our practice with students on the MA Education (English Language Teaching) programme, 2014-15.

AB - This paper presentation will explain how a research project was developed that incorporates three existing sources: A strategic literature review on pedagogic approaches to internationalisation in HE (Perselli and Moehrke-Rasul, in press); preliminary findings from Diana‘s PhD investigation into lived experiences of intercultural learning (Moerhke-Rasul, in preparation) and the findings from our faculty-funded practitioner research on 'Students as Resourceful Peers‘, 2013-14 (Moehrke-Rasul and Perselli, in preparation), combined with the experiential and empirical basis for the current research, namely our practice with students on the MA Education (English Language Teaching) programme, 2014-15.

KW - Education

KW - English language teaching

KW - globalisation

KW - higher education

KW - inter-cultural learning

KW - internationalisation

KW - phenomenology

KW - recognition

KW - resourcefulness

M3 - Paper

Y2 - 19 June 2015 through 19 June 2015

ER -

'Recognising' intercultural learning in the ELT classroom: a phenomenological approach.

Abstract

Conference

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this